Out-of-School Child Care for Children with Disabilities

残疾儿童的校外托儿服务

• 批准号: 7074066
• 负责人: PETER D BRANDON
• 金额: $ 7.1万
• 依托单位: BROWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-06-06 至 2008-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7074066
• 关键词: adolescence (12-20); behavioral /social science research tag; child care; child rearing; child with disability; clinical research; developmental disease /disorder; human data; human population study; middle childhood (6-11)

DESCRIPTION (provided by applicant): In the United States today, there are over 2.6 million school-age children with disabilities. Nearly all of them live with their parents and attend regular school. Despite the huge growth in knowledge about the educational experiences of school-age children with disabilities, little is known about these children's child care experiences before the school day starts or after it ends. Possibly, out-of-school childcare for schoolchildren with disabilities is unnecessary because parents schedule work hours around the school day. Or perhaps these children might not use out-of-school childcare because there are not enough programs to meet their special needs or because parents would incur further out-of-pocket expenses for care. In any case, the care and supervision of school-age children with disabilities before or after school while their parents work is still greatly unknown. With R03 funding, this gap in our knowledge about out-of-school childcare use among school-age children with disabilities can be appreciably decreased. By analyzing data from the Survey of Income and Program Participation (SIPP), I propose to investigate out-of-school childcare utilization among school-age children with disabilities. Within a two-year period, the research will show for a nationally representative sample of school-age children with disabilities, the types of child care chosen, if secondary forms of care are used, the hours in primary and secondary child care, the out-of-pocket costs of care, and the associated work patterns of parents. Using both bivariate and multivariate techniques, this research aims to compare these features of childcare utilization for school-age children with disabilities with the same features for their non-disabled peers. This small, self-contained research project will contribute to a data product useful to researchers interested in the demography of childhood disability; will characterize the nature and quality of data on childhood disabilities in the SIPP; will contribute to the literature on child care for children with disabilities; will contribute to understanding how parents manage work responsibilities while raising children with disabilities; and will inform child care policy in relation to the Americans with Disabilities Act.

描述（由申请人提供）：在当今的美国，有超过260万学龄儿童残疾儿童。他们几乎所有人都与父母同住并上正规学校。尽管知识的知识庞大，但在学龄儿童的教育经历中，对于这些孩子的育儿经历开始或结束后，这些孩子的育儿经历知之甚少。可能是不必要的，因为父母在上学期间安排工作时间，这可能是不必要的。或者，这些孩子可能不会使用校外育儿，因为没有足够的计划来满足他们的特殊需求，或者因为父母会产生进一步的自付费用。无论如何，在放学前或放学后，他们的父母工作期间或之后的残疾儿童的护理和监督仍然非常未知。有了R03的资金，我们对学龄儿童残疾儿童的校外育儿使用的差距可以显着减少。通过分析收入和计划参与调查的数据（SIPP），我建议调查学龄儿童残疾儿童的校外育儿利用。在两年的时间内，这项研究将为全国性的学龄儿童残疾儿童，选择的育儿类型，如果使用次要的护理形式，小学和二级儿童保育的小时，医疗的自付费用以及父母的相关工作模式。这项研究旨在使用双变量和多元技术，旨在比较这些育儿儿童残疾儿童的这些特征，其非疾病同龄人具有相同的功能。这个小型，独立的研究项目将有助于对对儿童残疾人口统计学感兴趣的研究人员有用的数据产品；将表征有关SIPP儿童残疾数据的性质和质量；将为残疾儿童的儿童保育文献做出贡献；将有助于了解父母在抚养残疾儿童的同时如何管理工作责任；并将告知与《美国残疾人法》有关的儿童保育政策。