An Examination of the Impact of Permanency on Young Adults' Special Education Experiences

Autor/inn/en	Hill, Katharine; Koester, Shannon
Titel	An Examination of the Impact of Permanency on Young Adults' Special Education Experiences
Quelle	In: Children & Schools, 37 (2015) 3, S.155-163 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdv016
Schlagwörter	Special Education; Young Adults; Educational Experience; Foster Care; Interviews; Individualized Education Programs; Disability Identification; Interpersonal Relationship; Interpersonal Competence; Educational Quality; Social Work; Pupil Personnel Services; Outcomes of Education; Adoption; Program Effectiveness; Program Evaluation; Accessibility (for Disabled); Qualitative Research + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Young adult; Junger Erwachsener; Bildungserfahrung; Pflegehilfe; Interviewing; Interviewtechnik; Individualized education program; Individualisierendes Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Quality of education; Bildungsqualität; Soziale Arbeit; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Accessibility; Zugänglichkeit; Qualitative Forschung
Abstract	Educational outcomes for youths in foster care are poor compared with those of their peers who are not child welfare involved. This qualitative study examined the impact of adoption on the educational experiences of older youths with disabilities who were adopted from the child welfare system. Researchers conducted interviews with families of older youths, as well as analysis of youths' individualized education plans (IEPs), from both before and after they were adopted. Findings indicate that, before adoption, youths often had inaccurate or incomplete disability identification in their IEPs, fewer opportunities to build community and peer relationships, and lower-quality IEPs than they did after their adoption. Implications for social work practice, particularly in schools, are discussed, with an emphasis on how school social workers can support permanency efforts for older youths. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01