Abstract
This study explores the lived experiences of parents of Black children with Special Educational Needs and Disabilities (SEND) in the United Kingdom, with a particular focus on the systemic challenges they encounter within the education and healthcare sectors. Existing research highlights the presence of structural inequalities that disproportionately affect Black families navigating SEND provisions, raising concerns about access, support, and advocacy. Using a qualitative phenomenological approach, this study investigates how these parents perceive and navigate an education and health system that has been described as oppressive and inequitable. Through in-depth interviews, participants share their experiences of securing appropriate educational placements, accessing specialist services, and advocating for their children’s needs amidst systemic barriers, including institutional racism and bureaucratic complexity. Findings reveal recurring themes of marginalization, inadequate support, and the necessity of resilience and advocacy in ensuring their children receive equitable opportunities. The study contributes to the broader discourse on race, disability, and education policy by amplifying the voices of Black parents and highlighting the urgent need for more inclusive, culturally competent, and equitable SEND practices in the UK.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Civic, Political, and Community Studies
KEYWORDS
EDUCATION, DISABILITY, LIVED EXPERIENCE, RACE, DECOLONISATION, HEALTHCARE, UNITED KINGDOM
