Given the need to provide culturally competent children's services which support each child's right to full educational participation, the current systematic literature review aims to provide an up-to-date, international review of empirical studies that investigate the experience of minority ethnic heritage parents who have a child with special educational needs and disability (SEND). Studies were assessed using a qualitative assessment framework. Of the 17 studies that met the inclusion criteria, only 11 were classed as higher quality and included in the final synthesis. The findings highlight that for ethnic heritage families, parenting a child with a disability can be a highly stressful experience, involving a sense of loss and concerns for the child's future, compounded by familial and cultural factors as well as professional service factors, with religious beliefs and practices, on the whole, serving as a protective factor. Implications for educational psychology practice and future research are clearly identified.

中文翻译：

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少数族裔父母父母有SEND的孩子的经历：系统的文献综述

鉴于有必要提供具有文化能力的儿童服务，以支持每个儿童获得充分教育的权利，因此，目前的系统文献综述旨在对实证研究进行最新，国际的综述，以调查那些拥有少数族裔父母的父母的经历。有特殊教育需求和残疾的儿童（SEND）。使用定性评估框架对研究进行评估。在符合纳入标准的17项研究中，只有11项被归类为较高质量，并被纳入最终的合成中。调查结果突出表明，对于种族传统家庭而言，为残疾儿童做父母可能会带来极大的压力，涉及到一种失落感和对儿童未来的担忧，总体上，由家庭和文化因素以及专业服务因素以及宗教信仰和习俗共同构成的保护因素。明确确定了对教育心理学实践和未来研究的影响。