Are we ignoring youths with disabilities in foster care? An examination of their school performance
Are we ignoring youths with disabilities in foster care? An examination of their school performance
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DOI：
10.1093/sw/51.3.233
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发表时间：
2006-07-01
期刊：
影响因子：
2.9
通讯作者：
Powers, Laurie E.
中科院分区：
文献类型：
--
作者：
Geenen, Sarah;Powers, Laurie E.
这项研究考察了同时接受寄养和特殊教育服务的青少年与只接受寄养、特殊教育或普通教育的青少年在学习成绩上的不同程度。现有的学校数据收集了327名年龄在13岁到21岁之间的学生，他们在俄勒冈州一个大型城市学区上学。这项研究还收集了学生一般寄养经历的信息，如照顾的时间长短以及安置的类型和数量。分析显示，与一个或多个对照组相比，特殊教育寄养青少年在学习变量S上的表现通常较差。与仅接受特殊教育的年轻人相比，这些年轻人似乎也经历了更多限制特殊教育的安置。尽管寄养或特殊教育身份本身似乎将学生置于学习困难的风险中，但与这两个系统对接的负面影响似乎是成倍增加的。教育和儿童福利专业人员必须对寄养残疾青少年的教育需求给予更多的关注、承诺和时间。
This study examined the extent to which the academic achievement of adolescents receiving both foster care and special education services differs from the performance of youths involved in only foster care, special education, or general education. Extant school data were collected on 327 students, ages 13 through 21, who attended school in a large urban school district in Oregon. The study also collected information about students' general foster care experiences, such as length of time in care and type and number of placements. Analyses revealed that foster care youths in special education typically demonstrated lower performance on academic variable s in contrast to one or more of the comparison groups. These youths also appeared to experience more restrictive special education placements than youths in special education only. Although foster care or special education status alone appears to place a student at risk of academic difficulties, the negative impact of interfacing with both systems appears multiplicative. Greater attention, commitment, and time must be given to the educational needs of foster care youths with disabilities by both education and child welfare professionals.