With Saba Salman, journalist and author
Introduction by SNJ’s Dr Sharon Smith: During my doctoral research, exploring the educational inclusion and exclusion of learners who have Down’s syndrome, I got to know seven mothers of children who have Down’s syndrome, two of whom were from minoritised communities. Their experiences of the education system starkly illustrated the daily inequities and discrimination faced by people from different cultures and communities, despite having children with the same genetic condition, and similar educational needs.
As journalist, Saba Salman, explains in her new book Double Discrimination, even within disability advocacy, the experiences of people with learning disabilities are often overlooked. However, those who have other marginalised identities experience further ‘layers of prejudice’ and stigma; something that is not often discussed—although we at SNJ did our own research a few years ago into the same issue. The powerful stories and evidence presented in Saba’s book highlight these injustices. But they also show how learning disabled people and their families are carving their own path, finding solutions and allyship within their local communities.
Saba Salman
Real change begins when we listen to and value those with lived experience. These solutions rooted in allyship aren’t just about places like councils or in government either, they’re about everyday actions individuals can take.
Enter our giveaway (below) to win one of two copies of the book, or just and if you are not lucky enough to win on this occasion then do consider buying a copy of the book. You will not regret it.
Double Discrimnation, Raana and me by Saba Salman
A brief but significant comment many years ago during my sister Raana’s SEND “transition to adulthood” stage remains etched in my memory. It reflects the reason for my new book, Double Discrimination, which investigates the dual racism and ableism faced by people of colour with learning disabilities.
In one chapter, I describe Raana’s move from child to adult support. As the eldest sibling, I helped my parents argue for the right support at this notoriously confusing, difficult time. We found there were few options near our family home in West Sussex, but a specialist residential college in neighbouring East Sussex looked promising. We knew its arts-based creative approches and focus on community would suit Raana perfectly. We prepared our arguments, along with a stack of supporting evidence, such as assessments showing how the place was a great match for Raana’s needs as well as her interests. We presented our case to the SEND officer. She hesitated before nodding politely that the school was indeed “the Rolls Royce of special education”, but she added she had assumed it was not for us because the college had foundations in the Christian faith.
While this cultural sensitivity was no doubt well-meant, it was founded on an assumption that our skin tone meant we could not possibly be Christians. The professional’s biased gatekeeping was depressing, but I knew we had to keep her on side. So, swallowing my anger, I said we were not religious but we admired the school’s creative ethos and its focus on responsibility and independence. We just wanted a strong foundation for Raana’s future life, regardless of the college’s religious outlook—or our lack of one.
We won the argument. Raana started at the college the following September – and thrived.
Double Discrimination: What is the book about?
Where does cultural sensitivity end and unconscious bias start? And what does this mean for children and young people’s futures? These are among questions I explore in Double Discrimination.
Navigating the labyrinth of special education, healthcare and social services is stressful, exhausting, and infuriating at the best of times, even before you add an additional layer of colour into the mix. My book investigates the inequalities faced by learning disabled people of colour and their families through the voices and experiences of disabled individuals, their relatives and supporters.
The harmful attitudes that shape responses to people’s needs are both internal—embedded within cultural or faith communities, and external—among SEND or care and health professionals. What’s more, the harm experienced by people when race and learning disability intersect starts at a very young age.
Racism and ableism exist because of the deep-rooted belief that certain groups of people need to be controlled. So instead of getting the support they actually need, SEND pupils—especially those of colour—are at more risk of being disciplined. Racial bias drives this perception of disabled Black pupils as ‘disruptive’ or ‘naughty’, and perceptions of their parents as ‘confrontational’ when they argue for support.
For example, pupils of colour in English schools are far more likely to be excluded than their white counterparts. The exclusion rate among Black Caribbean students is up to six times higher. Add special educational needs into the mix, and the injustice is shocking.
The data don’t lie
In 2017, a Tes (Times Educational Supplement) headline read: “A Black Caribbean FSM [free school meals] boy with SEND is 168 times more likely to be permanently excluded than a white British girl without SEND. Why?”. Excluded pupils are also more likely to be in state care, to have grown up in poverty, to have a special educational need, and to experience mental health problems. This is a systemic failure in support that not only ruins young lives—which carries a human cost—but has an impact on society in the future, such as a greater risk of unemployment and need for healthcare.
Of the 638,745 EHCPs in 2025, around 69% were issued to white children, a little over 8% to Asian or Asian/British recipients, and some 6% to children identified by councils as having Black British, Black African, Black Caribbean or other Black ethnicity (the figures do not include all young people with SEND, only those with EHCPs).
The stories featured
In Double Discrimination, among those who share stories about this double-edged sword are parent carer Ramandeep Kaur and her son Harry Cartmill in the Midlands (who previously featured on SNJ).
Harry, who has mixed British Asian heritage, is very proud of both his cultural backgrounds, but both he and his mother faced stigma from within the Asian community when he was born. Kaur, a researcher as well as a parent advocate, raises awareness in both the learning disability community and in the Asian community, because she says doesn’t want her son to be excluded from either.
The Shum family from London, also talk about prejudice from their within their own Chinese community and from professionals. Teenager Chapman Shum is a accomplished pianist. He is also autistic, has a learning disability, is blind, and has hearing loss. He needs one-to-one support. In the Chinese community, as I heard from families like the Shums, disability is rarely visible or acknowledged. Chun, Chapman’s father, says the challenge is getting his son a suitable education in music, encouraging his love for music and supporting him to fulfil his talent. In the future, his parents hope Chapman can live more independently, with support, “and then in his spare time—or for his career—he can still work in music”. Chapman’s family shares his story as part of advocating for his needs, and arguing for these to be properly addressed. As his father Chun says:
There’s a need for more positive representation of people with learning disabilities as complex, diverse humans, beyond the single dimension of ethnicity or disability that’s too often seen as their defining factor. I would always encourage people not to hide away; there’s so much more opportunity and hope and possibility out there.
That’s just one takeaway from the many people, families, and allies I learned from while researching my book.
What needs to change?
In public or charity organisations, the needs of people with learning disabilities and their families from Black and ethnic groups must be seen as “core business”. Actively listening to people and families, instead of being led by assumptions—no matter how well-meant—would be a good start. Had our transition meeting all those years ago followed the SEND professional’s assumptions, it is unlikely that my sister Raana would have achieved all that she has so far, or still have the potential to do more.
Additionally, support providers need urgently to gather more data about those at risk of double discrimination in their areas. At the very least, decent information about local support should be provided in the right format and language
As well as everyday successes like doing her own shopping with support, or choosing where to go on holiday with her supported living housemates, my sister has performed in a play, danced on a carnival float, and created quirky, colourful pieces of art. I am proud and lucky to have many of her happy art pieces hanging on the walls of my house. Every time I see something Raana’s made, it reminds me of what people can achieve if they’re given the freedom to pursue their interests and the sort of support that enables their creativity to flourish. It is not too much to ask.
Double Discrimination: People of Colour with Learning Disabilities Defying Ableism and Racism is published by Jessica Kingsley Publishers on May 21st. Order on Amazon here*
Saba Salman is an award-winning writer, non-fiction author and editor. Her work appears in outlets including the Guardian, Private Eye and Byline Times. Saba writes extensively on social care, disability and human rights, and is the author of Double Discrimination and the acclaimed anthology Made Possible.
Saba is chair of the charity Sibs and an adult sibling – her younger sister Raana has Fragile X syndrome. She brings deep expertise and long-standing insight into social care and the lives of learning‑disabled people.
Book giveaway!
We are delighted to be able to give away two copies of Saba’s latest book Double Discrmination. To be in with a chance of winning.
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Also read:
- Beyond EHCPs: Why Inclusion Needs More Than a Document
- The Unacceptable Truth: 20 SEND legal rights at risk from the Government’s SEND reforms
- How health and family support systems are failing children starting school
- WEBINAR RECORDING! The implications for children’s legal rights to EHCPs and EOTAS of the Government’s SEND proposals
- When things go right: Shining a light on SEND Practitioners making a positive impact [Giveaway!]
- From suspicion to support: why the Government’s child protection reforms matter for disabled children
- Have your say on the future of transport for disabled children and young people
- Unison voices major concerns over SEND reform health plans for sick and disabled children out of school in the EOTAS consultation
- Top Tips for the EOTAS & EHCP consultation: Protect your child’s rights to statutory SEND support
- Navigating constraints: Why a former PCF chair thinks the current model is missing the mark for families
- Dear Secretary of State for Education, Lucy Powell: an Open Letter from Special Needs Jungle and SEND legal charity SOS!SEN
- Research: Disabled young people define inclusive education as “learning in the place that’s right for them”
- When things go right: Shining a light on SEND Practitioners making a positive impact [Giveaway!]
- What schools and practitioners are missing about Tamil and South Asian families trying to navigate the SEND system.
- Home education: Five practical tips to create a neuro-affirming Unschooling environment* GIVEAWAY!
- Let’s write the true narrative of the SEND reform proposals: We want your unfiltered-by-AI views
- Book Giveaway! Double Discrimination and why we need to focus on SEND children and young people of colour
- A sceptics eye on government EHCP prep research shows the “deranged” numbers just don’t add up
- Down Syndrome Act Guidance Consultation: Why you should care (even if you don’t have Down’s syndrome)
- Understanding Parent Blame: Stories of institutional failure and complex trauma BOOK GIVEAWAY!
- Are behaviour-tracking apps harming SEND children and their families?
What kind of government is “bold” enough to scrap statutory EHCPs from vulnerable children?May 16, 2025
The SEND reforms in the Schools White Paper reveal rights given, and rights stripped awayFebruary 24, 2026
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- WEBINAR RECORDING! The implications for children’s legal rights to EHCPs and EOTAS of the Government’s SEND proposals - September 3, 2026
- From suspicion to support: why the Government’s child protection reforms matter for disabled children - August 28, 2026
- Have your say on the future of transport for disabled children and young people - August 25, 2026
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