Educational Neglect: The Delivery of Educational Services to Children in New York City's Foster Care System.

Institution	Advocates for Children of New York, Inc., Long Island City.
Titel	Educational Neglect: The Delivery of Educational Services to Children in New York City's Foster Care System.
Quelle	(2000), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biological Parents; Child Neglect; Delivery Systems; Educationally Disadvantaged; Elementary Secondary Education; Foster Children; Foster Family; High Risk Students; Preschool Education; Student Mobility; Surveys; Urban Schools; Urban Youth; New York (New York) + Suchen Sie Ihr Suchwort? Kindesvernachlässigung; Auslieferung; Foster child; Pflegekind; Pflegefamilie; Problemschüler; Pre-school education; Vorschulerziehung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Survey; Umfrage; Befragung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	Children in foster care are the most educationally at risk population in New York City, and the longstanding failure of the responsible agencies to address the educational needs of foster children in New York City is a problem that has, for the most part, been ignored. This paper reports on a study aimed at creating a database to inform the delivery of educational services to children in foster care. Data collection involved the dissemination and collection of more than 280 surveys competed by foster and biological parents, educators, social workers, case workers, education professionals, lawyers, and foster children themselves. Most of the biological parents responding (89%) said that they were unaware of, and never informed about, the Early Intervention program while their children were in foster care, and half of foster parents did not know about this program. Only 18% of foster parents reported that children in their care were enrolled in preschool programs. Forty-two percent of the foster children stated that they did not start school immediately on entering foster care, and over 75% stated that they did not remain in their school once placed in foster care, with nearly 65% reporting that they transferred in the middle of the school year. Thirty percent of foster care youth reported receiving special education services, nearly three times the average for New York City. More than half of the young people who responded (52%) reported that they did not feel prepared to support themselves after they left foster care, and over 50% were not satisfied with the quality of the education received while in foster care. These findings and others demonstrate the lack of attention paid to the education of children in foster care. Recommendations are made to improve educational services for these children, while meeting federal, state, and local requirements. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC