Search results for ‘Subject term:"special educational needs"’ Sort:
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The experiences of foster children and youth in special education
- Author:
- ZETLIN Andrea
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(3), September 2006, pp.101-105.
- Publisher:
- Taylor and Francis
Although a large number of children in foster care in the United States are receiving special education services, little is known about their educational experiences. This exploratory study used focus group research to look more closely at the complexity of the problems and needs that this population experiences with the special education system. Five major procedural issues, relating to identification and placement in special education and provision of appropriate services, were identified. There is an urgent need to address the complex problems that children in foster care experience with the special education system. Recommendations are presented for closer collaboration between the child welfare and school systems, and for the training of educators, social workers, court personnel, and caregivers in special education rights and services.
Breaking the silence on special needs children in foster care: the diversity of children in foster care, carers and processes
- Authors:
- FUENTES-PELAEZ Nuria, et al
- Journal article citation:
- Children and Society, 36(2), 2022, pp.183-200.
- Publisher:
- Wiley
This study aims to advance the understanding of children with special needs in foster care by identifying the characteristics, processes, and outcomes of their placement. The study uses a quantitative approach to identify 190 children with special needs (registered) from among 2,157 foster children in Catalonia and the Balearic Islands, Spain and examines key data covering 2008 to 2018. The results show that children with special needs are overrepresented in placements with single-parent foster carers (mainly women), raising questions about the extent to which the care system takes the complexity of special needs into account. (Edited publisher abstract)
Resistance as a means of creating accountability in child welfare institutions
- Authors:
- SEVERINSSO Susanne, MARKSTROM Ann-Marie
- Journal article citation:
- Child and Family Social Work, 20(1), 2015, pp.1-9.
- Publisher:
- Wiley
This paper investigates the identity constructions of youths who are objects of special interventions in the area of child welfare. The aim of the paper was to explore the various dimensions of resistance to institutional identities among youths in special schools and foster-care institutions. Interviews were conducted with adolescents aged between 12 and 15, identified as having social, emotional and behavioural difficulties. The analysis generates knowledge about society's interventions as well as how adolescents respond to offered institutional identities by adopting different kinds of discursive resistance. The paper highlights the different types of discursive resistance that adolescents use to present themselves as accountable individuals and discusses the importance of considering resistance as a positive force rather than as something that must be defeated. (Publisher abstract)
Are we ignoring youths with disabilities in foster care? An examination of their school performance
- Authors:
- GEENEN Sarah, POWERS Laurie E.
- Journal article citation:
- Social Work: A journal of the National Association of Social Workers (NASW), 51(3), July 2006, pp.233-241.
- Publisher:
- Oxford University Press
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 variables 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.
Special needs education and school mobility: school outcomes for children placed and not placed in out-of-home care
- Authors:
- HANSSON Ase, GUSTAFSSON Jan-Eric, NIELSEN Bo
- Journal article citation:
- Children and Youth Services Review, 94, 2018, pp.589-597.
- Publisher:
- Elsevier
The aim of the study is to describe and discuss differences between children placed in out-of-home care and non-placed children in the Swedish compulsory school, with respect to special needs education, school mobility and academic achievement. Data was retrieved from the Swedish longitudinal Evaluation Through Follow-up (ETF) project, which includes a combination of survey and register data. Five cohorts were included in the study: children born 1972, 1977, 1982, 1987 and 1992. The results show that placed children with average cognitive ability have lower grades than could be expected. However, this group of children is not more exposed to special needs education focused on improving academic performances than non-placed children with corresponding cognitive ability. A hypothesis was formulated, that the many relocations that placed children are exposed to could affect the quality of special education services, and that the negative effects of school mobility on grades thus could be mediated through the special needs education students receive. Results from regression analyses suggest that early inclusive special needs education has a positive effect on student achievement in general and particularly so for children placed in out-of-home care. However, for inclusive special needs education in Grades 7 to 9 the estimated effect was negative. (Edited publisher abstract)
Children in care in Northern Ireland 2012-13: statistical bulletin
- Authors:
- RODGERS Heidi, WAUGH Iain
- Publisher:
- Northern Ireland. Department of Health, Social Services and Public Safety
- Publication year:
- 2014
- Pagination:
- 64
- Place of publication:
- Stormont
This bulletin presents findings from the annual survey of children in care continuously for twelve months or longer at 30 September 2013. It details analyses relating to the child’s placement and health, schooling and educational attainment. It also covers cautions and convictions and current activity for those that finished compulsory schooling. At 30 September 2013, 2,071 children and young people had been looked after continuously for 12 months or longer. Of these, almost a quarter had experienced a placement change during the previous 12 months. Having a statement of Special Educational Needs continues to be more prevalent among the looked after children of school age compared with the general school population. Of the school aged children, 77 per cent had a Personal Education Plan (PEP). In general, looked after children did not perform as well as their peers on Key Stage and GCSE/GNVQ assessments. (Edited publisher abstract)
Placement tests
- Author:
- ELLINOR Rebecca
- Journal article citation:
- Care and Health Magazine, 3.05.05, 2005, pp.25-26.
- Publisher:
- Care and Health
Looks at the latest guidance on commissioning services from children who live away from home.
Children and Families Act 2014: chapter 6
- Publisher:
- TSO
- Publication year:
- 2014
- Pagination:
- 251
- Place of publication:
- Norwich
The Act makes provision about children, families, and people with special educational needs. Specifically, it covers: adoption and children looked after by local authorities; family justice (e.g. mediation); children and young people in England with special educational needs; childminding agencies; the Children's Commissioner; statutory rights to leave and pay; time off work for ante-natal care; and the right to request flexible working. Part 5 of the Act contains various provisions relating to the welfare of children, including giving children in care the choice to stay with their foster families until they turn 21, making young carers’ and parent carers’ rights to support from councils much clearer, reforming children’s residential care to make sure homes are safe and secure and a requirement on all state-funded schools (including academies) to provide free school lunches on request for all pupils in reception, year 1 and year 2. (Edited publisher abstract)