Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part I
11/20/2005
The cultural aspect of international adoption. In this article theoretical conceptualizations of Vygotsky and Feuerstein serve as a major paradigm for the analysis of cultural issues of international adoptees. Native language attrition and dynamics of English language acquisition are considered in the context of transculturality. The specificity of cumulative cognitive deficit (CCD) in international adoptees is linked to prolonged institutionalization, lack of cultural mediation in early childhood, and profound native language loss. The issue of remediation is examined with an emphasis on cognitive education in the context of acculturation.
9079
Boris Gindis, Ph.D.
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part II
11/20/2005
The language issue in international adoptees
9829
Boris Gindis, Ph.D.
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part III
11/20/2005
The patterns and dynamics of English language acquisition by internationally adopted children
6080
Boris Gindis, Ph.D.
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part IV
11/20/2005
Cognitive and academic issues
9765
Harriet White McCarthy
Survey of Children Adopted From Eastern Europe - The Need for Special School Services
2/14/2006
The current research involves collecting data from the parents of post-institutionalized children for the purpose of determining the specific resources these children will need during their years in school. While many Eastern European adoptees may glide smoothly through the educational system without needing any additional help, it's clear from data collected at ongoing support networks that a great many of them will need some kind of assistance over and above ESL services during their school careers.