This research examined the educational inclusion of children who are deaf or hard of hearing (DHH) and from Roma families who have migrated to England. The study was co-developed with practitioners in the field and involved: a demographic survey of deaf education services; five institutional case studies of local authority services and four individual case studies of children who are DHH and from Roma families. An intersectional approach to the analysis of the data revealed the different vulnerabilities associated with being a child who is DHH and being from a migrant Roma family in England. The study provides the first estimate of the numbers of children who are DHH and from Roma families in England. It also documents an overview of the support offered to Roma children by local authority services and offers insights into the experiences of families and children. In conclusion, it considers the implications for multi-professional practice.

Abstract. In this paper the researcher discusses the findings of a small research project which explored the information literacy experiences of five home educating families and shows how these findings can be related to existing research on information literacy. The research was constructivist with a grounded approach to data analysis and involved in-depth interviews with family groups. This paper suggests that models of information literacy that focus on the situated and the transformative have resonance for the experiences of home educating families.

Abstract. The paper shares the early stages of doctoral research; discussing the research questions, methods and pilot study findings. The full research will be a longitudinal case study of three community ESOL classes in England. ESOL learners are adult migrants who are learning English and are typically very different from the higher education student who is the focus of much information literacy research. The paper discusses the challenges of the pilot study and looks forward to the full data collection which will use a range of participatory methods.

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Background and aims There is limited existing research on the information literacy experiences of home educating families. This study aims to explore these experiences, providing a framework and context for their experiences and finding parallels in the existing literature on information literacy. Methodology This is a qualitative study consisting of five in-depth interviews with families. The findings were analysed using a grounded, interpretive approach. Results and conclusion The findings suggested that digital aspects of information literacy were significant for these families and that communities of practices were a useful way to understand their information literacy. The importance of reflection for information literacy was also demonstrated. There was some evidence that the information literacy of home educating families could be seen as challenging the orthodoxy of more formal educational models.