Children’s experiences of having a younger sibling with severe and complex special educational needs An interpretative phenomenological analysis

This research presents an account of a qualitative research study which explores the experiences of eight children who have a younger sibling with severe and complex special educational needs (SEN). The research body presents conflicting findings. Previous studies have found that growing up with a disabled sibling has negative outcomes, whilst others found the contrary. More recent studies present a balanced portrayal of positive and negative outcomes. In this research eight children aged between seven and thirteen years were interviewed. The interviews were analysed using Interpretative Phenomenological Analysis (IPA). Three Master Themes emerged from the analysis; Making sense of their situation today and tomorrow, the sibling relationship within the family and focus on feelings. Each theme is discussed and is illustrated by quotes from the participants. The discussion makes links between themes obtained in the analysis, psychological theory and previous research. The findings share similarities with the current literature in that the participants described both positive and difficult experiences. Alongside these similarities, new perspectives have been brought about by this research e.g. the importance of hope and positivity. The findings help to inform recommendations and implications for professional practice, with particular reference to the work of educational psychologists