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Problems in educating abused and neglected children with disabilities

L A Weinberg1

  • 1Graduate School of Education & Information Studies, UCLA 90095-1521, USA.

Child Abuse & Neglect
|September 23, 1997
PubMed
Summary

The special education needs of children in foster care are often unmet because child welfare agencies prioritize protection over educational requirements. This systemic issue, compounded by legal and procedural violations, hinders appropriate educational services for these vulnerable children.

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Area of Science:

  • Child Welfare
  • Special Education Law
  • Educational Psychology

Background:

  • Abused or neglected children in foster care often have unmet special education needs.
  • A prevailing thesis suggests services focus on protection, neglecting educational requirements.

Purpose of the Study:

  • To evaluate the thesis that child protection services impede appropriate special education for abused/neglected foster children.
  • To identify systemic dysfunctions affecting educational access for these children.

Main Methods:

  • A case study of 12 children removed from home due to abuse/neglect.
  • Analysis of legal interventions and case files from a legal services office.
  • Data collection via semi-structured interviews and file reviews.

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Main Results:

  • Numerous agency dysfunctions were identified, impacting education.
  • Key issues included IEP violations (11), inappropriate programs (17), and mobility delays (9).
  • Timeline violations (8) and dependent status issues (8) were also significant.

Conclusions:

  • The thesis is supported when child welfare agencies prioritize placement safety over educational needs.
  • Some identified dysfunctions reflect routine non-compliance with special education law, affecting similar children.
  • Addressing these systemic issues is crucial for ensuring educational rights.