The Transition of Adopted from Abroad/Postinstitutionalized Children to Life in the United States

Autor/inn/en	Duszynski, Ramzia; Jonak, Jolanta; Garjaka, Karla; Jankowska, Anna M.
Titel	The Transition of Adopted from Abroad/Postinstitutionalized Children to Life in the United States
Quelle	In: School Psychology Forum, 9 (2015) 1, S.32-43 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Adoption; Child Development; Achievement Gap; At Risk Students; Foreign Countries; Developmental Delays; Attachment Behavior; Behavior Problems; Emotional Problems; Social Development; Language Skills; Legal Responsibility; Student Rights; Bilingual Education; Educational Legislation; Second Language Learning; Disabilities; Equal Education; Federal Legislation; English Language Learners; Cultural Differences; School Psychologists; Counselor Role; Student Evaluation; Response to Intervention + Suchen Sie Ihr Suchwort? Kindesentwicklung; Ausland; Entwicklungsverzögerung; Attachment; Bindungsverhalten; Soziale Entwicklung; Language skill; Sprachkompetenz; Strafmündigkeit; Bilingual teaching; Bilingualer Unterricht; Bildungsrecht; Schulgesetz; Zweitsprachenerwerb; Handicap; Behinderung; Bundesrecht; Kultureller Unterschied; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulnote; Studentische Bewertung
Abstract	Children adopted from foreign countries, especially those who were in an orphanage, may experience greater difficulties than culturally or linguistically diverse children who do not come from such a background. Delays in learning language and, consequently, slower cognitive and social development, can undermine the academic success of these students, despite the implementation of standard strategies for culturally or linguistically diverse children. Left unaddressed, the achievement gap for these children may widen, leaving these children on a trajectory for failure. Recommended strategies include early recognition and assessment, plus school and home interventions focused on the unique needs of these children. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01