研究報告

任麗華

2008

The best place for children is their original home. However, due to some reasons, when children have to be placed in foster care home, especially when children are the children with disability, we need to particularly protect their educational and protective rights. In addition, we need to provide various professional services and support systems to help children develop normally. When placing children with special needs in foster care homes, we not only have to consider the principle of 「the best interest of the children」 but also their needs of special education in order to meet the criteria of 「the least restricted learning environment」 so the disabled children can receive the individualized educational program, and their limitations can and minimized, eventually their potential can be extended to the maximum. In the US, with regard to foster care home services, the government not only emphasizes the protection of the foster care children, but also the impact of foster care toward these foster care children』s education. Moreover, the US government emphasizes that foster care home should provide therapeutic function to the foster care children. Likewise, the Great Britain government plans to start the policy of evaluating the family who has children at risk to examine whether the family is dysfunctional so the government can decide whether to change these children』s living environment in order to promote these children』s holistic development . According to Shannon & Agorastou』s study of child protection service agencies in various states of America, they pointed out that the foster care family members』 skills training and assessment toward the disabled foster care children are the critical issues. In addition, Greenen & Power』s study show that the disabled foster care children』s academic achievement is lower than those who are not placed in foster care homes. The purposes of this 2-year study is to understand whether the disabled foster care children receive proper educational and nurturing environment to meet their developmental needs, so they can maximize their potential. In addition, to develop a checklist of individualized foster care family and professional services. The first year goal of this study is to understand and analyze the disabled children』s academic and behavioral performances by meta analyzing all the disabled foster care children』s data in Taiwan. The second year goal is to imply the project developed by the Alabama Department of Human Resource and Alabama therapeutic foster care providers』 association and also apply the Delphi research method to collect scholars and experts』 suggestions to construct the professional and therapeutic foster care home checklist for Taiwan to help the special education and social work professionals to have a tool to examine the appropriateness of foster care home provided for the children with disability.

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