The role of birth/previously adopted children in families choosing to adopt children with special needs.

Engaging birth/previously adopted children during the adoption process is crucial to laying the ground-work for successful placements. When families choose to adopt children with special needs, however, the role their other children will play in the adoption's success is often overlooked. This article presents a practical model that recognizes the dynamics of strength and vulnerability in adoptive families, then applies this model in preparing and supporting the family through the changes that are inevitable in special needs adoption. The model can also be used to assist adoptive parents in identifying and developing the skills they need to manage these shifts within the family.     

Lesbian and Gay Couples Considering Parenthood:

When Americans reflect on what matters most to them, they often point to relationships with families and children. Historically, lesbian and gay Americans have faced legal, economic, and other forms of discrimination against their family relationships in general, and against their relationships with children in particular. Despite this history of discrimination, however, lesbians and gay men continue to form families, and many either are or wish to become parents. In this paper, I discuss special needs of lesbian and gay couples that are considering parenthood describe innovative services that have been developed to meet these needs, and identify directions for future research, service, and advocacy. Much work remains to be done before lesbian and gay Americans will be able to seek parenthood unencumbered by the burdens of prejudice, discrimination, and institutionalized heterosexism.     

Is there a (transracial) adoption achievement gap?: A national longitudinal analysis of adopted children's educational performance

In one of the first longitudinal population-based studies examining adopted children's educational achievement, we analyze whether there is a test-score gap between children in adoptive families and children in biological families. Using data from the Early Childhood Longitudinal Study, we find in aggregate adopted children have lower reading and math scores than their counterparts living in biological families. Yet there is significant variation among adoptive families by their race and health status. On one hand adoptive parents tend to be White and have more economic capital than their non-adoptive counterparts potentially contributing to educational advantages. However adopted children are also more likely to have special educational needs, contributing to greater educational disadvantages. Untangling these variables through a multivariate regression analysis, we find that transracially adopted children have similar test scores to White children living with biological parents. We point to the interaction between race, family resources and children's health status and how these characteristics differentially shape achievement outcomes for adopted children.     

Families who adopt children with special needs

This study explores the type of family who adopts children with special needs. Fifty-six families who adopted special needs children were interviewed. Many of the interview questions were based upon a cognitive social learning framework. These questions assessed such areas as parent expectations, competencies, and sense of responsibility and attachment. This framework, along with demographic characteristics and an assessment of parents' discretionary and support resources, resulted in a profile of adoptive parents. Implications are discussed for recruitment of adoptive parents for children with special needs and suggestions are given for future research.     

Expensive Children in Poor Families: Out‐of‐Pocket Expenditures for the Care of Disabled and Chronically Ill Children in Welfare Families

A significant minority of poor families care for children with disabilities and chronic illnesses. This study is among the first to explore private costs resulting from children's disabilities among low‐income families. We find that almost half of the sample of California AFDC families with special‐needs children incurred some direct, out‐of‐pocket expenses in the preceding month, and about 20% incurred total costs exceeding $100. We also estimate lost employment income among low‐income mothers caring for children with disabilities. We conclude that both out‐of‐pocket expenses and foregone earnings represent a substantial burden for many low‐income families with special‐needs children, and we discuss the policy implications of these findings.     

Testing Respite Effect of Work on Stress Among Mothers of Children with Special Needs

Extant research is ambivalent about whether or not working outside the home provides mothers of children with special needs a buffer against the stressful effects of caregiving. The empirical evidence of a respite effect is based primarily on small, non-probability samples. The study reported here used a large nationally representative sample of families from the National Survey of American Families (NSAF) and analysis that addressed the biasing effects of simultaneity between the dependent variable (parent stress) and employment. Results produced are consistent with a caregiver-specific respite effect from work, at least among mother caregivers of older children who were not concerned that working will have negative effects on their child’s well-being and who worked regular shifts in higher level occupations.     

The Postadoption Needs of Adoptive Parents of Children With Disabilities

Adoptions of children with disabilities are considered special needs, due to the higher level of support needed pre- and postadoption by families and children for adoptions to succeed. Despite this fact, very few studies examine the specific postadoption experiences of families with children with disabilities. Using secondary analysis of a national survey of adoptive parents, as well as interviews and a focus group with adoptive parents in one state, this study examines families’ with adopted children with disabilities challenges and unmet needs after adoption, as well as the postadoption needs and experiences of adoptive families with children with developmental and intellectual disabilities and adoptive families of children with emotional, behavioral, and mental health disabilities. Findings indicate that families with children with disabilities do report higher rates of challenges and barriers to service access, and that this is particularly true in families with adopted children with emotional, behavioral, and mental health disabilities. Implications for research and practice are discussed.     

Training for frontline workers

This article examines the training needs of people who work directly with children and families–frontline workers. It argues that such people are working with child abuse, whether they have recognized this to be the case or not. The article outlines work that needs to be covered in training of frontline workers, in order that they can respond effectively to abused children and undertake appropriate prevention work. A range of relevant publications which can support this training are discussed.     

Unmet service needs of families of young children with chronic illnesses and disabilities

Data about health and educational services were collected from 187 families with young children (under two years) who have chronic illnesses and disabilities. The purpose was to assess parents' satisfaction with services their families received and to identify families' unmet service needs as well as the reasons for these unmet needs. Although families' ratings of the adequacy of services are relatively high, 28% of the families report unmet service needs. The unmet needs most often reported are occupational, physical, or speech therapy; respite care/child care; and special education. Lack of funding is the most commonly given reason for unmet needs. Children with multiple impairments are at highest risk for unmet needs. Only 22% of unmet needs reported at the initial interview have been met by the time of the six-month follow-up. Increased coordination and monitoring of services across service sectors are indicated. Her research interests include the effects of disability on family identity and families' responses to minority stress. She received her Ph.D. from the University of Minnesota. She gratefully acknowledges Shelley Blazis and Nadav Casuto for statistical consulting. Her research interests focus on the impact of chronic illness and disability on families. She received her Ph.D. from the University of Minnesota. Her research interests include families and health and chronic illness and disability in children. She received her Ph.D. in Family Social Science at the University of Minnesota. His areas of interest include neurodevelopmental outcomes of low birth weight infants and training in developmental pediatrics. He was graduated from the University of Minnesota Medical School. His areas of interest include adolescents with chronic illness and disabilities, adolescent sexual decision making, and international adolescent health care issues. He was graduated from Howard University College of Medicine was awarded his earned doctorate in Health Policy from the University of Minnesota. Preparation of this article was supported by the National Institute on Disability and Rehabilitation Research Grant #H133890012.     

Special-needs adoption

In the last 15 years there has been a change in adoption patterns toward the adoption of children with special needs. A major problem with this type of adoption is the disruption rate. The purpose of this study is to provide multivariate analysis on the characteristics of families and the characteristics of children that can be utilized to predict successful adoptions of these children.Data were collected from a private, nonprofit agency in a large southwestern city that specializes in special-needs adoption by analysis of home study reports, supervision reports, and information accompanying a child for families that have adoption finalized or disrupted by this agency (N = 91).Several factors were found to influence adoption outcome, including age of the child, presence of other children in the home, placement number, age of the woman, family income, and type of placement. The reasons for these findings and their implications are briefly discussed.     

The multinational transfer of competency-based foster parent assessment, selection, and training: a nine-country case study.

The UN Convention on the Rights of the Child mandates (Articles 19 and 20) that alternative care be available to protect children from maltreatment by parents and caregivers. Increasingly, countries around the world have recognized the benefits to child well-being of family-based care as an alternative to institutional care. The special if not extraordinary needs of children separated from parents because of abuse, neglect, and maltreatment and placed with foster families requires a commensurate effort to develop foster families who have special if not extraordinary skills. Methods that are effective and replicable across countries offer significant advantages, reducing investments in policies and practices that otherwise would have to be developed independently, country by country. This case study describes the factors that contributed to the transfer of knowledge in the assessment, selection, and training of foster parents and the impact to date.     

A qualitative analysis of child protective services practice with children with developmental disabilities

The purpose of this study was to examine Child Protection System (CPS) practice with children with developmental disabilities. This study used an emergent design, ethnographic interviews, purposive sampling, inductive data analysis, and grounded theory building. Ethnographic interviews were conducted with foster families, administrators, intake screeners, special investigators, and workers in one local CPS office. Participants expressed concern about the ability to identify disabilities, placement options, services to meet complex needs of children with disabilities, training and support for families, collaborative arrangements with other agencies, and disability training for CPS workers. Findings suggest strategies for improving CPS practice for children with developmental disabilities.     

Fostering homeless children and their parents too: the emergence of whole-family foster care.

Children should not be placed in out-of-home care simply because their families lack the means to provide for their basic needs, yet this practice continues nationwide. A new program based in St. Paul, MN, gives county social service departments the placement option of whole-family foster care. The target population is adult parents and minor children without stable residences, where the children are at risk of placement in out-of-home care. Although the parents and children may have special needs, there are no safety risks that would necessitate separating children and parents. The program's design is described and policy questions discussed.     

Preparing the school-age child for adoption.

The development of an adoptive relationship for children who have been in the limbo of foster care is a continuous process. It is unrealistic to expect these families to live happily ever after. Agencies must begin developing regular services to meet the special needs of the families being created. To a large extent the issues that will have to be worked through relate to the stages of preparation outlined in this paper. Each stage in the child's growth may activate unresolved issues around the grief at the biological parents' rejection, confusion about identity or difficulty in working through problems. Future adoptive home recruitment must take this into account by providing training and other supports to families considering adopting the older child.     

Adoption outcomes for children with handicaps.

About 800 families who had adopted children with special needs responded to a mailed survey. Most reported good adoption outcomes. The presence of a handicap--vision, hearing, or physical impairment, mental retardation, or serious medical condition--was not an important factor influencing outcome.     

Supporting families throughout the international special needs adoption process

Due to changing trends in international adoption, a greater number of placements are now special needs. While most special needs adoptions are successful, they do present a higher risk for placement instability. Thus, adoptive parents and children are faced with an increasing need for support services. This article explores literature related to support throughout the international special needs adoption process including medical, information/education, social support and direct intervention both pre- and post-adoption. While many support strategies, both formal and informal, are utilized by families and adoption professionals, and some are promoted in policy related literature, few have been validated through empirical evidence. Findings reveal a need for further research around effective pre-adoption training programs for parents, preparation tools for children, and larger scale studies to evaluate post-placement services for each sub-group of international special needs adoptees.     

Jamaican Children with Special Needs: concerns, realities and possibilities

Official documentation on Jamaican children with special needs attending mainstream schools is limited. Consequently, the extent to which 'education for all' is a reality cannot be assessed. The absence of a national special education policy adds to the concern. To ascertain the presence and status of children with special needs attending mainstream secondary schools, individual interviews were conducted with guidance counsellors from 24 secondary schools and 102 children attending those schools. Information was also obtained from the national census data-base. There was evidence that children with a variety of special needs were present in these schools. Concerns of both students and teachers including inappropriate teaching methods and large classes were highlighted, and suggestions for improvement made. The researchers made recommendations including the better utilisation of existing services.     

Early intervention and identification: finding the family

Following the growth of early intervention programmes for very young children with special educational needs and their families in the 1960s and 1970s, there came a reflective period during which the efficacy of early intervention was questioned (Marfo and Kysela, 1985). This was followed in the 1990s by a challenge to narrow interpretations of effectiveness in favour of a more holistic analysis of the benefits of intervention programmes for the whole family (Buckley, 1994). It was suggested that more attention should be given to the quality of relationships being established between the child and family members and the context in which early intervention programmes are delivered. Families themselves have begun to assert this (Fitton, 1994; Hebden, 1985) and recent legislation, both in the UK and abroad, has underlined the need for strong interdisciplinary approaches to meet the diversity of special educational needs that exist in our child population. This multidisciplinary approach necessitates a change of focus. It recognises the parent, with their child, as central, implicit and fundamental to the early intervention team, and endorses their right to request appropriate access to services. The model also gives parents the freedom to expand the concept of the family to include extended family and friends (for example, Ballard, 1994). Other parent-empowering initiatives include parent-to-parent schemes (Hornby, 1989 and 1995) which increase the capacity of families to provide resources to other families. The days of professionals as experts have passed. This change in approach to families of children with special educational needs will challenge some professionals and demand a radical reappraisal of the structure of their role and their style of delivery of early intervention, but, if we want quality early intervention, such a review is fundamental to re-establishing its place as a valid and valuable resource to families.     

Inter‐professional working in child protection with families with long‐term and complex needs

Within the United Kingdom there is growing awareness of the need to identify and support the small number of children who are living in families experiencing multiple problems. Research indicates that adverse experiences in childhood can result in poor outcomes in adulthood in terms of lack of employment, poorer physical and mental health and increases in social problems experienced. It is acknowledged that most of these children are known to child welfare professionals and that some are referred to social services, subsequently entering the child protection system. This paper reports research conducted with 28 experienced child welfare professionals. It explores their views about families known to the child protection system with long‐term and complex needs in relation to the characteristics of children and their families; the process of intervention with families; and the effects of organisational arrangements on practice. The research indicates that these families are characterised by the range and depth of the problems experienced by the adults, such as domestic violence, mental health difficulties and substance misuse problems, and the need for professionals to have good inter‐personal skills and access to specialist therapeutic services if families are to be supported to address their problems. Copyright © 2008 John Wiley & Sons, Ltd.