Zima B T, Bussing R, Forness S R, Benjamin B
Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, USA.
Am J Public Health. 1997 Feb;87(2):236-40. doi: 10.2105/ajph.87.2.236.
This study described the proportion of sheltered homeless children in Los Angeles, Calif, who were eligible for special education evaluations because of a probable behavioral disorder, learning disability, or mental retardation, and to explore their level of unmet need for special education services.
This was a cross-sectional study of 118 parents and 169 children aged 6 through 12 years living in 18 emergency homeless family shelters in Los Angeles County, California. Parents and children were interviewed with standardized mental health and academic skill measures in English and Spanish.
Almost half (45%) of the children met criteria for a special education evaluation, yet less than one quarter (22%) had ever received special education testing or placement. The main point of contact for children with behavioral disorders and learning problems was the general health care sector.
School-aged sheltered homeless children have a high level of unmet need for special education evaluations, the first step toward accessing special education programs. Interventions for homeless children should include integration of services across special education, general health care, and housing service sectors.
本研究描述了加利福尼亚州洛杉矶市有庇护的无家可归儿童中，因可能存在行为障碍、学习障碍或智力迟钝而有资格接受特殊教育评估的比例，并探讨他们对特殊教育服务未满足需求的程度。
这是一项横断面研究，对居住在加利福尼亚州洛杉矶县18个紧急无家可归家庭庇护所中的118名家长和169名6至12岁儿童进行了研究。用英语和西班牙语通过标准化的心理健康和学术技能测量方法对家长和儿童进行了访谈。
几乎一半（45%）的儿童符合特殊教育评估标准，但只有不到四分之一（22%）的儿童曾接受过特殊教育测试或安置。行为障碍和学习问题儿童的主要联系点是普通医疗保健部门。
学龄期有庇护的无家可归儿童对特殊教育评估的未满足需求程度很高，而特殊教育评估是获得特殊教育项目的第一步。针对无家可归儿童的干预措施应包括整合特殊教育、普通医疗保健和住房服务部门的服务。
