Sawyer R J, Dubowitz H
Academy for Educational Development, Washington, DC 20037.
Child Abuse Negl. 1994 Jul;18(7):587-97. doi: 10.1016/0145-2134(94)90085-x.
This study represents the first comprehensive assessment of the school performance of children placed in the care of a relative, an arrangement termed kinship care. The educational programs, academic achievement, and cognitive and language skills of the children were assessed with a teacher questionnaire and standardized tests. Compared to their peers, high rates of grade retention and participation in special and remedial education, as well as significant academic achievement, cognitive, and language deficits were found. Most teachers, however, reported that educational services were appropriate and several interventions had proven successful. Analyses of predictor variables showed that placement at a later age and fewer children in the home were associated with higher academic achievement. Results are reviewed in the context of other foster care studies, and recommendations are made regarding future research and educational needs of children in kinship care.
本研究首次全面评估了由亲属照顾的儿童的学业表现，这种安排被称为亲属照料。通过教师问卷和标准化测试对儿童的教育项目、学业成绩以及认知和语言技能进行了评估。与同龄人相比，发现这些儿童留级率和参与特殊及补习教育的比例较高，同时在学业成绩、认知和语言方面存在显著缺陷。然而，大多数教师报告称教育服务是适当的，并且一些干预措施已被证明是成功的。对预测变量的分析表明，年龄稍大时被安置以及家中孩子较少与较高的学业成绩相关。结合其他寄养照料研究对结果进行了综述，并就亲属照料儿童未来的研究和教育需求提出了建议。
