Educational performance of foster children with disabilities in Taiwan

  • Ren L
  • 4

    Readers

    Mendeley users who have this article in their library.
  • 3

    Citations

    Citations of this article.

Abstract

The purposes of this study were to explore the academic, behavioral, and emotional performances of foster children with disabilities in Taiwan. A purposive sampling strategy was applied and 47 school age foster children with disabilities were evaluated using teachers' report cards and BERS. Results showed that 83% of these children's academic achievement ranked in the lower 50% of their grade levels, and more than half ranked in the lowest 25% in their schools. These children had low scores in BERS "intrapersonal strengths" and "school functioning" subscales. It is recommended that child protective social workers and foster parents collaborate with special education programs in schools to enhance and strengthen these children's learning. © 2010 Elsevier Ltd. All rights reserved.

Author-supplied keywords

  • BERS
  • Children with disabilities
  • educational performance
  • foster children

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

  • Lillian Ren

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free