Friday 15-11-2024 - 00:00

My journey through a Master’s Programme (MA Education (Special Educational Needs)) and Research on Asylum-seeking and Refugee Families of Children with S.E.N.D. (Special educational needs and disabilities)

Embarking on this master’s programme has been a transformative experience, one that has broadened and deepened my understanding of research and of special education. 

My research focus on “Navigating the Education and Healthcare System: The Transition Experiences of Asylum-Seeking/Refugee families of Children with Special Education Needs and Disability” has not only been eye-opening, but has also equipped me with skills and knowledge that are essential to my development as a trainee teacher in the UK. I feel privileged to share how my master’s programme has enhanced my research skills, shaped my perspective on inclusive education, and aligned with my career goals.

 

One of the most rewarding aspects of my master’s programme has been its emphasis on the realities of inclusive education. The courses helped me appreciate the varied needs of individuals with S.E.N.D., and the ways in which the system they live in can either empower or hinder their progress. This is the underpinning thought and idea when I embarked on my master’s dissertation – to understand the relationship between these individuals and the system they live in, to explore how they navigated the health and education system in the UK and how they were supported to have a successful transition. 

My research got me visiting several organisations that support and offer help to asylum seekers and refugees (AS/R). Several of these organisations found my research topic interesting, however, were unable to help as either they were busy, not open to research, or they do not have service users who met my research criteria:

1) Be born outside the UK

2) Currently reside in the UK

3) Be accompanied by at least one adult through the migration and transition process.

Fortunately, I got in touch with a mental health charity. They received me well and were ready to reach out to their service users who might meet the research criteria, however, we had to hold off on recruitment while I waited for ethical approval from the Faculty of Education.

 

Getting past the ethical approval proved difficult, as I had a lot to learn at the time about researching a vulnerable population. The documents under the ethical approval were returned a number of times for improvement, and after I had successfully incorporated the feedback on the consent form and participant information sheet, and had the organisation confirm with the faculty that they are aware of my intended research, I was stuck for longer on the risk assessment document. 

I was anxious because I was running out of time and even though I had a ready organisation, we were not sure that the service users we would contact would consent to participation. My supervisor, MA programme leader, and Personal Academic Tutor, were instrumental to my persistence to continue the research with helpful feedback, guidelines and loads of encouragement. 

 

When, finally, I got the risk assessment document ready, I saw clearly what I had been missing in my thinking. The risk assessment document helped to determine significant risks to the research participants, myself as the researcher/interviewer, and to the supporting staff from the organisation during the period of data collection. It ensured the anonymity and safety of participating families were assessed, breach of privacy on the day of data collection, reports of abuse or self-harm or any safeguarding issues, etc., were all considered, and on-the-spot control/mitigation measures were available. It felt like victory to get to this point, then the main research processes began – recruitment of participants, data collection, analysis, writing.

Undertaking research with AS/R families of children with S.E.N.D. was both challenging and enlightening. Through interviews, I learned about how often these families face intersectional challenges, from language barriers, to financial instability and legal uncertainties. Their lives are marked by a constant need to adapt, which, when combined with the unique demands of parenting a child with S.E.N.D., creates profound stress. 

 

My research noted areas for change. They included that schools should play a leading role in spreading information about S.E.N.D. resources and support available to families; healthcare gaps in diagnosis and distinguishing between the overlapping symptoms of trauma, improving information accessibility and Progressive post-25 support to enable individuals with S.E.N.D., participate fully in society, and live fulfilling lives beyond the age of 25.

Reflecting on my journey, I am immensely grateful for the knowledge, support, and perspective this master’s programme at Edge Hill University has provided. The blend of supportive academic staff who encouraged academic rigour, practical application, and personal reflection has been instrumental in shaping my approach to teaching. My research on refugee families of children with SEND has solidified my commitment to inclusive education and has provided me with a roadmap for supporting students with empathy and cultural sensitivity.

As I look ahead, I feel confident that this programme has equipped me with the tools I need to make a meaningful impact in the lives of my students. I am excited to continue developing as an educator who not only teaches and does research, but also advocates, understands, and inspires.