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The need for educational assessment of children entering foster care

Larry D Evans1, Susan S Scott, Eldon G Schulz

  • 1Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, 72202, USA.

Child Welfare
|January 8, 2005
PubMed

Insights

Educational assessments are crucial for children in foster care. This study highlights the significant need to include educational evaluations alongside medical and mental health assessments for these vulnerable children.

Area of Science:

  • Child Welfare
  • Pediatric Health
  • Educational Psychology

Background:

  • Comprehensive evaluations are recommended for children in foster care within 30 days of placement.
  • The exact components of a comprehensive evaluation remain undefined.
  • Existing evaluations may not adequately address educational needs.

Purpose of the Study:

  • To determine if educational assessments should be a standard part of comprehensive evaluations for children in foster care.
  • To compare the prevalence of educational problems with medical and psychiatric disorders in this population.
  • To establish the relative importance of including educational assessments.

Main Methods:

  • The study compared rates of achievement and language problems in Arkansas school-age children in foster care.
  • These educational data were contrasted with rates of diagnosed medical and psychiatric disorders.
  • Statistical analysis was used to assess the need for educational assessment integration.

Main Results:

  • Significant rates of achievement and language difficulties were observed in school-age children in foster care.
  • The prevalence of these educational issues suggests a substantial unmet need.
  • Comparison with medical and psychiatric disorder rates indicates educational problems are a comparable concern.

Conclusions:

  • Educational assessment is a critical, yet often overlooked, component of comprehensive care for children in foster care.
  • Integrating educational evaluations can lead to earlier identification and intervention for learning and language deficits.
  • Standardizing comprehensive evaluations to include educational assessments is strongly recommended for this population.

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