Education Special ED Post-Adoption Term Paper

Pages: 7 (2212 words)  ·  Bibliography Sources: ≈ 12  ·  File: .docx  ·  Level: College Senior  ·  Topic: Children

(Strain & Van Den Pol, 1999, p. 193)

In a focused study by a concerned researcher issues of school aged importance were addressed and some answers were offered as to the percentages of eastern European institutionalized adoptees and their development. McGuinness notes that the range in which children of institutionalized history had the most statistical variations from standard U.S. population samples was in issues of social competence 35% compared to 17% in the standard scored clinical, or in need of further assistance. Yet, in school competency their scores were relatively comparative to the norm.

The majority (85.4%) attended regular classrooms. Although the children were a minimum age of six, two children attended developmental kindergarten. One child attended a class specifically for emotionally and behaviorally disordered. Three attended Montessori schools. Five were enrolled in full-time special education classes. A majority (57.3%) attended a special class in addition to their usual classroom. Usually, this special class was speech/language therapy. No further specific information was requested about the speech/language services. Almost 43% did not attend a special class of any type. (McGuinness, 1998, "Risk and Protective Factors in Children Adopted from the Former Soviet Union")

Additionally McGuinness notes that on issues of conduct competence the eastern European adoptees scored almost statistically equal to the norm.

Buy full Download Microsoft Word File paper
for $19.77
Eighty five percent scored in the non-clinical range on conduct competence scores (CBCL Externalizing Score). The term "externalizing" is often associated with problem behavior (aggressiveness, for example). This is a very similar rate to the national norms. Forty eight (45.7% of the sample) scored 50, an average score. Eighty four percent scored under 67 for the Externalizing score with similar percentages for the subscales. Of the children in this study, 9.5% of them scored within the clinical range on the Externalizing score. Of the normal population, approximately 10% would fall into this clinical range making the comparison very similar.

Term Paper on Education Special ED Post-Adoption in Assignment

Most educators and experts place the most emphasis upon adoptive families education and preparedness for dealing with the social, behavioral, cultural and educational needs of children who have spent a great portion of their life in an institutional setting. (Groza & Ileana (2001)"Preparing Families for Adoption of Institutionalized Children with Special Needs and/or Children At Risk for Special Needs.") The summation answer to the questions posed within work is simply put, that children who experienced prolonged institutionalization in their formative years do indeed have greater risk for some special needs educational designations. Yet, it is also true that through the stress of early intervention many families and individual Eastern European adoptive children can still perform at normal levels of educational attainment. Though the research is not pervasive, and requires many more years of outcomes based, quantitative work there is great evidence that a great deal of success has indeed been realized for these children and their new families.


Galopri?. (1995). 9 The Securitate and Xrepression, 1978-1989. In Ceau-escu and the Securitate: Coercion and Dissent in Romania, 1965-1989 (pp. 322-385). Armonk, NY M.E. Sharpe.

Groza V. And D.F. Ileana (2001) "Preparing Families for Adoption of Institutionalized

Children with Special Needs and/or Children At Risk for Special Needs." Retrieved December 22, 2003 at

Hollingsworth, L.D. (2003). International adoption among families in the United States: considerations of social justice. Social Work, 48(2), 209+. Retrieved December 22, 2003, from Questia database,

Herman, E. (2002). The paradoxical rationalization of modern adoption. Journal of Social History, 36(2), 339+. Retrieved December 22, 2003, from Questia database,

Strain, P.S., & Van Den Pol, R. (1999). Some Personal Perspectives on Controversial Practices in Early Childhood Special Education. Topics in Early Childhood Special Education, 19(3), 193. Retrieved December 22, 2003, from Questia database,

Judge, S.L. (1999). Eastern European Adoptions: Current Status and Implications for Intervention. Topics in Early Childhood Special Education, 19(4), 244. Retrieved December 22, 2003, from Questia database,

McGuinness, T. (1998) "Risk and Protective Factors in Children Adopted from the Former Soviet Union." Retrieved December 22, 2003 at

Morison, S.J., & Ellwood, A. (2000). Resiliency in the Aftermath of Deprivation: A Second Look at the Development of Romanian Orphanage Children. Merrill-Palmer Quarterly, 46(4), 717. Retrieved December 22, 2003, from Questia database,

Pertman, A. (2000). Adoption Nation: How the Adoption Revolution Is Transforming… [END OF PREVIEW] . . . READ MORE

Two Ordering Options:

Which Option Should I Choose?
1.  Buy full paper (7 pages)Download Microsoft Word File

Download the perfectly formatted MS Word file!

- or -

2.  Write a NEW paper for me!✍🏻

We'll follow your exact instructions!
Chat with the writer 24/7.

Effects Impact of Technology in Learning of Elementary School Special ED Students Thesis

Business of Education Term Paper

Culturally Sensitive Education Term Paper

Black's Law Dictionary ), Child Abuse Essay

Special Education Referral Processes for Haitian Students Literature Review

View 200+ other related papers  >>

How to Cite "Education Special ED Post-Adoption" Term Paper in a Bibliography:

APA Style

Education Special ED Post-Adoption.  (2003, December 23).  Retrieved September 18, 2020, from

MLA Format

"Education Special ED Post-Adoption."  23 December 2003.  Web.  18 September 2020. <>.

Chicago Style

"Education Special ED Post-Adoption."  December 23, 2003.  Accessed September 18, 2020.