Reconceptualising inclusion: an intersectional approach to understanding the needs of black and minority ethnic children with special education needs

Ilochi, Justina Chinwe (2014). Reconceptualising inclusion: an intersectional approach to understanding the needs of black and minority ethnic children with special education needs. University of Birmingham. M.Phil.

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Abstract

Inclusion is an international buzz word which has attracted a lot of attention because of its strong emphasis on the rights of every child to education appropriate to their needs. However, educational inclusion with its links to category based special education needs has typically ignored the social inclusion/exclusion agenda which leaned more towards New Labour government’s (1997-2010) “race” equality and community cohesion policy agendas in schools. Researchers and education practitioners have emerged from these seemingly disparate notions of inclusion and this might be affecting the achievement of children from black and minority ethnic (BME) backgrounds who have special education needs (SEN) - children who are on the intersection of two inequalities – “race” and disability. This study uses a documentary research approach to explore the effect of the intersection of “race” and special education needs on BME students with SEN in a secondary school judged to be outstanding by Ofsted. Results show that intersections of “race” and disability had an impact on the achievement of these students. The study concludes that there is a need for policy direction to extend the boundaries of inclusion to embrace BME children on the intersections of two or more inequality strands.

Type of Work:

Thesis (Masters by Research > M.Phil.)

Award Type:

Masters by Research > M.Phil.

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