School-age special education outcomes of infants and toddlers investigated for maltreatment
作者： Anita A Scarborough , Julie S McCrae , None
DOI: 10.1016/J.CHILDYOUTH.2009.07.015
关键词: Sexual abuse 、 Special needs 、 Poverty 、 Individualized Education Program 、 Reading comprehension 、 Psychology 、 Developmental psychology 、 Longitudinal study 、 Special education 、 Clinical psychology 、 Academic achievement 、 Sociology and Political Science 、 Education 、 Developmental and Educational Psychology
摘要: Abstract Examination of a nationally representative, longitudinal study infants and toddlers investigated for maltreatment reveals disproportionate representation teen mothers, fair/poor health, poverty, being African-American. Infants are more likely to have special needs reported, subst`ance abusing caregivers, low-quality home environment, out-of-home placement, physical neglect, substantiated maltreatment. At school-age, approximately one-fifth all an Individualized Education Program (IEP), indicating education placement. Early characteristics associated with having IEP include boys, low language scores. Hispanic children those or sexual abuse were less IEP. had lower Woodcock–Johnson-III math subtests scores, whereas reading comprehension performance.
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