Educational Outcomes of Children Adopted from Eastern Europe, Now Ages 8-12

Autor/inn/en	Tirella, Linda Grey; Chan, Wilma; Miller, Laurie C.
Titel	Educational Outcomes of Children Adopted from Eastern Europe, Now Ages 8-12
Quelle	In: Journal of Research in Childhood Education, 20 (2006) 4, S.245-254 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Adoption; Children; Foreign Countries; Surveys; Special Education; Language Impairments; Attention Deficit Disorders; Mental Disorders; Learning Disabilities; Interpersonal Competence; Social Adjustment; Europe; United States + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Ausland; Survey; Umfrage; Befragung; Special needs education; Sonderpädagogik; Sonderschulwesen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Mental illness; Geisteskrankheit; Learning handicap; Lernbehinderung; Interpersonale Kompetenz; Soziale Anpassung; Europa; USA
Abstract	More than 230,000 children have been adopted from other countries by American parents since 1989, including more than 72,000 from Eastern Europe. Many arrive with growth and development delays, and medical problems. Yet, little is known about the long-term outcomes for these children. Therefore, we assessed long-term developmental, neurobehavioral, and educational performance outcomes in a group of adopted 8- to 12-year-old children from Eastern Europe. A parent questionnaire was mailed to families of school-age Eastern European adopted children who had been in the United States for two years or more. Of the 81 children (33M: 48F) described in the returned surveys, 84 percent were 3 years old or older at adoption. Sixty-one percent of the children received special education services, and 32 percent received occupational therapy. Fifty-two percent had language disorders, 38 percent had attentional problems, and 36 percent had learning disabilities. Thirty-five percent had multiple neurodevelopmental diagnosis. Thirty-two percent of the children had post-traumatic stress disorder; these children were older at adoption than those without this problem (p = 0.04). Anxiety and depression each occurred in 19 percent of children; 66 percent of those with depression also had anxiety (p = 0.0001). Most children attended school willingly (70 percent), had a best friend (63 percent), and got along their parents (75 percent). Although nearly two-thirds of the internationally adopted children received special education services and 35 percent had multiple neurodevelopmental disorders, most children displayed remarkable social, peer, and family integration skills. (Contains 5 figures.) (Author).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10