This paper explores the experiences of families with children who have special educational needs by problematizng the idea of educational provision for children and families who are facing extra challenges in UK. This is particularly the case for parents of vulnerable children from migrant and refugee backgrounds. Teachers and other support workers are not aware of the broad cultural framework within which parents and families of these vulnerable children operate. Parents have an enduring interest in their children’s well being, while teachers are under pressure to focus on academic matters. These two categories of adults do not see the educational provision in identical ways. There is a lack of understanding about school processes, and therefore mistrust on parents’ part. Equally, there is misunderstanding and lack of information for teachers. Children are the ones who have live with the consequences of adults’ misconceptions and decisions. What kind of social justice is denied? What sort of intercultural dialogue could ease children’s journeys through school? This paper will explore some of these issues with a view to attempting to address the situation adequately and more holistically.

Theoretical framework: Bronfenbrenner’s ecological model Method: in-depth interviews of parents, professionals and Special Educational Needs Coordinators

This paper will focus on the under-researched and mostly hidden experiences of migrant and refugee families who have children with Special Educational Needs and Disabilities (SEND). It looks at the challenges migrant parents face when trying to make sense of the schools their children attend. Parents do not always understand the practices prevalent at the schools, nor some of the decisions the schools take. Although the research was conducted in England in 2021/22, the issues raised here also have implications for some children and their families in other parts of Europe. The first purpose of this chapter is to present research with education professionals on the challenges that the current education system in the UK creates for migrant children with SEND. While policy documents regarding migrant students refer to inclusion in general, few address the specific context of disabled children from migrant and refugee groups. Despite policy directives, what ‘inclusion’ looks like in practice is open to question and debate. A second purpose of this chapter is to shed light on different perspectives, considering not only the views of education professionals but also those of parents of children with SEND, who are trying to make sense of the educational and social situations in which they and their children find themselves. These comprise of remarkably diverse groups, including children with a range of needs, as well as asylum seekers and refugees in the UK from many backgrounds. What can easily pass unnoticed are the rich and diverse cultural positions held within different communities in relation to disability. Exploring these perspectives will highlight the complexity of what inclusion entails, and provide a nuanced and deeper understanding of the various challenges facing parents, children and school professionals.

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