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Survey of Children Adopted From Eastern Europe - The Need for Special School Services
By :
Harriet White McCarthy
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.
Educational and Mental Health Intervention for Internationally Adopted Children
By :
Boris Gindis, Ph.D.
Dr. Gindis' summary of the latest research data on the state of intervention available in the US for internationally adopted children and their families. The psychologist highlights and comments the major findings of this publication.
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part IV
By :
Boris Gindis, Ph.D.
Cognitive and academic issues
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part III
By :
Boris Gindis, Ph.D.
The patterns and dynamics of English language acquisition by internationally adopted children
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part II
By :
Boris Gindis, Ph.D.
The language issue in international adoptees
Cognitive, Language, and Educational Issues of Children Adopted from Overseas Orphanages. Part I
By :
Boris Gindis, Ph.D.
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.
A Few New Children: Postinstitutionalized children of Intercountry Adoption
By :
Ruth Lyn Meese
Research regarding children of intercountry adoption is limited, and most children of intercountry adoption have complex histories that may place them at risk for difficulty or failure in the classroom. Although the performances of some children from orphanage environments approximate those of chronological-age peers 2 to 4 years postadoption, duration of deprivation is consistently related, both historically and currently, to the cognitive delays and behavioral difficulties displayed by many postinstitutionalized children. Research regarding children of intercountry adoption is reviewed, and recommendations for future research are offered. [Journal of Special Education, 39(3)]
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