Overlooked: Children with Disabilities in Residential Care

While estimates suggest that 10% to 31% of children in residential care are identified as with a disability, little is known about their characteristics or functioning as compared to nondisabled peers. This study evaluated data of 123 children with (n = 34) and without (n = 89) disabilities in resid...

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Bibliographic Details
Published in:Child welfare 2009-01, Vol.88 (2), p.111-136
Main Authors: Trout, Alexandra L., Casey, Kathryn, Chmelka, M. Beth, DeSalvo, Catherine, Reid, Robert, Epstein, Michael H.
Format: Article
Language:English
Subjects:
Adolescent
Anxiety
Attention deficit hyperactivity disorder
Behavior
Case-Control Studies
Child
Child Behavior Disorders - epidemiology
Child care
Child welfare
Children
Children & youth
Disability
Disabled children
Disabled Children - statistics & numerical data
Educational Environment
Educational Needs
Educational Status
Female
Handicapped
Health Services Needs and Demand
Humans
Individualized Education Programs
Individualized Instruction
Logistic Models
Male
Mental Disorders - epidemiology
Mental health
Nebraska
Orphanages - statistics & numerical data
Physical Fitness
Residential Institutions
Risk Assessment
Social Function
Social policy
Sociodemographic Factors
Special education
Studies
Teacher Collaboration
Teaching Methods
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Summary:While estimates suggest that 10% to 31% of children in residential care are identified as with a disability, little is known about their characteristics or functioning as compared to nondisabled peers. This study evaluated data of 123 children with (n = 34) and without (n = 89) disabilities in residential care to determine demographic, behavioral, mental health, and educational characteristics. Data included demographic, behavior checklist, and standardized mental health and academic measures. Results indicated that both groups presented elevated risks; however, scores for children with disabilities revealed even greater levels of need. Primary risks were found on indicators of behaviors (e. g., social functioning), mental illness (e. g., anxiety), and academic performance (e. g., general knowledge and reading). Implications, limitations, and recommendations for future research are discussed.
ISSN:0009-4021