Adoption and Institutionalization Issues in the School YearsAccording to experts, children adopted internationally must be considered “special needs, ” at least temporarily (Babb & Laws, 1997; Bascom & McKelvey, 1997; Groze & Ileana, 1996). Those coming from institutionalized environments are particularly at risk, especially those adopted beyond the age of 2. Approximately 25% of these children will have no difficulties beyond those to be expected as they adapt to a new language and culture (Federici, 2000). For many, however, some difficulties will be immediately apparent, and for others, problems may show up after they have been in their homes for months or even years. Still other unknown difficulties may not arise until these children go up the grades in school and are compared by teachers to other children of the same age. Children of intercountry adoptions may, for example, experience the following delays placing them at risk in school:
|• Gross and fine motor skill or sensory integration delays make these children appear clumsy and awkward and make age-appropriate coloring, cutting, and neat handwriting difficult. |
|• Language delays for some children are the result of little stimulation in an orphanage environment. Other children are simply learning English and |
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Book title: Children of Intercountry Adoptions in School: A Primer for Parents and Professionals.
Contributors: Ruth Lyn Meese - Author.
Publisher: Bergin & Garvey.
Place of publication: Westport, CT.
Publication year: 2002.
Page number: 55.
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