Migration, Disability and Education: Reflections from a Special School in the East of England

TY - JOUR

T1 - Migration, Disability and Education: Reflections from a Special School in the East of England

AU - Oliver, Caroline

PY - 2017/1/26

Y1 - 2017/1/26

N2 - Studies of migrant pupils in schools have paid little attention to people with special educational needs and/or disabilities, reflecting a broader normative ableism of existing scholarship. This article, based on a case study of a special school in the East of England explores the perspectives of staff and new migrants on their experiences. It exposes how migrant families’ interactions with schools were shaped both by their previous migration histories and current broader processes of ‘integration.’ Teachers were empathetic and supportive, but it was the extended remit of the work of migrant and minority staff (including translation and wider caring roles) that proved particularly vital for families. We employ an intersectional approach to interpret these encounters, exposing the tensions and dilemmas arising. Further research is needed to develop understanding and critical engagement with the challenges facing these families, arising from the specific intersections of disability, migration, social class and gender. © 2017, Informa UK Ltd. The attached document (embargoed until 26/07/2018) is an author produced version of a paper published in British Journal of Sociology of Education, and uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/01425692.2016.1273757. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

AB - Studies of migrant pupils in schools have paid little attention to people with special educational needs and/or disabilities, reflecting a broader normative ableism of existing scholarship. This article, based on a case study of a special school in the East of England explores the perspectives of staff and new migrants on their experiences. It exposes how migrant families’ interactions with schools were shaped both by their previous migration histories and current broader processes of ‘integration.’ Teachers were empathetic and supportive, but it was the extended remit of the work of migrant and minority staff (including translation and wider caring roles) that proved particularly vital for families. We employ an intersectional approach to interpret these encounters, exposing the tensions and dilemmas arising. Further research is needed to develop understanding and critical engagement with the challenges facing these families, arising from the specific intersections of disability, migration, social class and gender. © 2017, Informa UK Ltd. The attached document (embargoed until 26/07/2018) is an author produced version of a paper published in British Journal of Sociology of Education, and uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/01425692.2016.1273757. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

KW - Migration; disability; integration; intersectionality; schools; special educational needs

U2 - 10.1080/01425692.2016.1273757

DO - 10.1080/01425692.2016.1273757

M3 - Article

SN - 0142-5692

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

ER -