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Identification and assessment of children with developmental disabilities in child welfare
- Authors:
- SHANNON Patrick, TAPPAN Christine
- Journal article citation:
- Social Work: A journal of the National Association of Social Workers (NASW), 56(4), October 2011, pp.297-305.
- Publisher:
- Oxford University Press
This study investigated the capability of a Child Protective Services (CPS) screening and investigation process to identify children with developmental disabilities. A total of 33 interviews were conducted with foster families, administrators, intake screeners, special investigators, and workers in one local CPS office in the north eastern state in the US. An allegation of maltreatment made to CPS sets a very confusing and complex chain of events in motion which involves the courts, law enforcement, medical providers, schools, families, and children. Participants in this study described the process as being even more challenging when the child had a developmental disability. Participants highlighted important concerns about the prevalence of developmental disabilities in CPS, understanding of what constitutes a developmental disability, the impact of developmental disability on screening and assessment, and perceived supports to improve the system’s ability to identify and assess the needs of children with developmental disabilities and their families. The authors concluded that improved screening was required in CPS settings.
Youth with learning disabilities in the juvenile justice system: a training needs assessment of detention and court services personnel
- Authors:
- KVARFORDT Connie L., PURCELL Patricia, SHANNON Patrick
- Journal article citation:
- Child and Youth Care Forum, 34(1), February 2005, pp.27-42.
- Publisher:
- Springer
This study examines the training needs of juvenile justice personnel regarding their work with youth who have disabilities, particularly learning disabilities. Proportionate stratified cluster sampling was used to survey juvenile detention and court services personnel statewide about previous training and confidence of knowledge in these areas. Findings indicate that less than two-thirds (62%) of respondents had received training about persons with disabilities and less than half (47%) had received training about persons with learning disabilities. Some myths about learning disabilities continue to persist more than others. Knowledge about learning disabilities is considered to be important and training is desired. Suggestions for planning future training events are offered.