Exploring British Pakistani Mothers' Perception of Their Child with Disability: Insights from a UK Context

Autor/in	Rizvi, Sana
Titel	Exploring British Pakistani Mothers' Perception of Their Child with Disability: Insights from a UK Context
Quelle	In: Journal of Research in Special Educational Needs, 17 (2017) 2, S.87-97 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12111
Schlagwörter	Foreign Countries; Immigrants; Disabilities; Mothers; Parent Role; Case Studies; Semi Structured Interviews; Student Records; Coding; Barriers; Gender Issues; Interaction; School Personnel; Student Experience; Special Education; Cultural Influences; Pakistan; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Handicap; Behinderung; Mother; Mutter; Parental role; Elternrolle; Case study; Fallstudie; Case Study; Schülerakte; Codierung; Programmierung; Geschlechterfrage; Interaktion; Schulpersonal; Studienerfahrung; Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural influence; Kultureinfluss; Großbritannien
Abstract	This research lends insight into disabling discourses on South Asian families of children with disabilities. It explores immigrant Pakistani maternal understanding of their children's disability, uniquely through an educational perspective, highlighting maternal roles which schools must acknowledge to improve outcomes for children. The findings of this research, supported by a literature review, highlight various ideological threads shaping maternal understanding of disability and their children's schooling experiences. Data were collected through multiple case studies of immigrant Pakistani mothers of disabled children at Westchester School, incorporating semi-structured interviews and reviewing pupils' school files. After a process of open coding, the main themes emerging from interviews suggested maternal perceptions of disability evolved from a medicalised lens, onto identifying with structural barriers to children's progress, and a gendered lens. Both maternal perceptions and their professional interactions determined maternal accounts of their children's schooling experiences. This research highlights positive familial factors shaping maternal understanding of disability, supporting further studies into maternal advocacy and empowerment within UK special education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01