About the Author:
Harriet McCarthy is a free-lance writer whose primary interest is the
challenging issues of post-institutionalized children. Over the past ten
years she has been involved with support groups for parents of Eastern
European adopted children and children with learning differences. She
has managed the Eastern European Adoption Coalition's PEP-List (Parent
Education and Preparedness) since its inception in 1998 and is a current
EEAC Board Member. In 2003, she received the Congressional Angels in
Adoption award. She is a graduate of Salem College and lives in
Winston-Salem, NC with her husband and three adopted Russian sons.
For over fourteen years, children adopted from
orphanages have been arriving in steadily increasing numbers. As their
numbers increase, so do their needs for special educational services. At
this point, we have a good number of histories from the students who are
currently enrolled in school and we can see the trends. How likely is it
that the child you have adopted or are going to adopt will need
considerable help getting an appropriate education? Are adoption
agencies and social workers adequately preparing their families for what
may lie ahead during school years, and are they supporting their
families with post-adoption information and continuing education? Do
school systems understand the cognitive and emotional dynamics of
children who have previously lived in orphanages? Our EEAC survey
confirms what the experts have been saying for many years. These
children are at high risk for difficulties in school. Our lack of
support or understanding makes it likely that some of them may never
reach their full potential. These formerly disadvantaged children
deserve all the help the adoption and education community can muster.
It's well past the time to make our collective message clear enough to
every person involved with post-institutionalized children to
understand. It’s up to us to see that their educational needs
are recognized early and that they receive the support services they
need.
A lot of internationally adopted children carry emotional scars from
their early life experiences. Before now, we haven't had the data to
determine how those institutional scars might affect school performance.
Our study confirms what the many experts have been projecting about the
challenges these children and their parents might face – that many
post-institutionalized children will need special education services to
get through school successfully (Adoptive Families Magazine on-line).
There is no question that the need to prepare parents and educators more
effectively for their experiences with internationally adopted children
is critical.
About Our Support Network
When reports began coming out of Romania in the late 1980's about the
grim conditions of children in orphanages, willing parents from around
the world rushed to that country and began adopting children. In the
early 1990's, Russia and countries from the former Soviet Republics
opened their borders to adopting parents. Some of these parents sought
support through electronic mailing lists and Internet websites. The
A-PARENT-RUSS mailing list and its associated website were established
in 1995 to help provide this support. In order to expand this support to
parents adopting children from other Eastern European countries and to
post-adoptive parents, the Eastern European Adoption Coalition (EEAC)
was formed in 1998. EEAC was incorporated in 1999 and received 501(c)(3)
tax exempt status from the IRS in 2002. EEAC currently operates 20
mailing lists and its website at http://www.eeadopt.org.
Over the years that children from orphanages have been joining families,
EEAC's mission has been to educate adoptive parents concerned about the
effects of post-institutionalized life. Our approach has always been
that a well-prepared adoptive parent will be a more satisfied and
capable parent. The ultimate goal of all our work has been the welfare
of both the children and parents who have created these new families.
Because we are a very large on-line support group offering
parent-to-parent and expert-to-parent information, we must work on the
premise that most of our members come to our site looking for answers.
Consequently, the data used in this report must be considered in the
context of having come from a unique source which may or may not
accurately reflect the entire population of parents who have adopted
from orphanages. On the other hand, those thousands of us who have been
communicating on-line over the past ten years have had the advantage of
watching large numbers of post-institutionalized children move through
elementary, middle and high school. Our observational experience has
made us knowledgeable participants in a very large anecdotal study. Many
post-institutionalized students have had great difficulty within an
educational environment. It has been well documented over the years by
many adoption experts that all children adopted from institutions are at
high risk for developmental and emotional issues (Johnson, Aronson,
Gunnar, Federici, Ames). This report is not meant to draw any
conclusions about the total percentages of internationally adopted
children who will be high risk, special needs, or will need exceptional
children's services in school. It is reasonable, however, to conclude
that the data in this report will be relevant to parents who adopt
developmentally delayed, language impaired, or emotionally fragile
children from orphanages.
How the Study was Conducted
The data for this survey was collected in the form of an on-line
questionnaire. Approximately 1,400 EEAC members from two of our
post-adoption lists were sent invitations to join our study. We received
responses representing 435 individual children, 293 of whom are
currently school age. The children who are already attending school are
the focus of this report. Age distribution was 5 years to 19 years.
Grade distribution was Kindergarten to 12th grade. Each child was
assigned an individual number. Families with multiple children received
a separate number for each child. Questionnaires were accessed by
clicking on a web link. Participants had the capability of sending the
survey back to us via e-mail. Information could be reported only by
parents. There were 107 possible questions. Our survey was launched
January 11, 2005. Most responses were received within two weeks of the
launch date. An option to participate in follow-up studies was included
at the end of the questionnaire. Ninety percent of participants
volunteered to be part of any follow-up study.
About the Children
Most children enrolled in this study attend public school and reside in
the United States. Eight children were reported to be home schooled.
Almost all are currently living at home in two-parent families. Family
demographic information reported in this survey closely matched that of
the University Of Minnesota’s First Findings from the International
Adoption Project, 2002.
Table 1.
Number and percentage distribution of survey participants, by
country from which adopted |
| Country |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Russia |
190 |
64.8 |
| Romania |
33 |
11.3 |
| Bulgaria |
19 |
6.5 |
| Kazakhstan |
14 |
4.8 |
| Ukraine |
13 |
4.4 |
| Belarus |
7 |
2.4 |
| Poland |
4 |
1.4 |
| Latvia |
3 |
1.0 |
| Moldova |
3 |
1.0 |
| Azerbaijan |
2 |
0.7 |
| China |
2 |
0.7 |
| Uzbekistan |
2 |
0.7 |
| Albania |
1 |
0.3 |
Table 2.
Number and percentage distribution of survey participants, by
age at adoption |
| Age |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Less than 1 |
37 |
12.6 |
| 1 |
58 |
19.8 |
| 2 |
41 |
14.0 |
| 3 |
33 |
11.3 |
| 4 |
35 |
11.9 |
| 5 |
23 |
7.8 |
| 6 |
17 |
5.8 |
| 7 |
12 |
4.1 |
| 8 |
13 |
4.4 |
| 9 |
7 |
2.4 |
| 10 |
5 |
1.7 |
| 11 |
9 |
3.1 |
| 12 |
1 |
0.3 |
| 13 |
2 |
0.7 |
Table 3.
Number and percentage distribution of survey participants, by
years in adoptive home |
| Years |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Less than 1 |
4 |
1.4 |
| 1 |
15 |
5.1 |
| 2 |
13 |
4.4 |
| 3 |
30 |
10.2 |
| 4 |
41 |
14.0 |
| 5 |
52 |
17.7 |
| 6 |
41 |
14.0 |
| 7 |
28 |
9.6 |
| 8 |
30 |
10.2 |
| 9 |
14 |
4.8 |
| 10 |
9 |
3.1 |
| 11 |
1 |
0.3 |
| 12 |
3 |
1.0 |
| 13 |
4 |
1.4 |
| 14 |
8 |
2.7 |
Table 4.
Number and percentage distribution of survey participants, by
current age |
| Age |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| 5 |
3 |
1.0 |
| 6 |
53 |
18.1 |
| 7 |
38 |
13.0 |
| 8 |
44 |
15.0 |
| 9 |
31 |
10.6 |
| 10 |
23 |
7.8 |
| 11 |
20 |
6.8 |
| 12 |
24 |
8.2 |
| 13 |
14 |
4.8 |
| 14 |
9 |
3.1 |
| 15 |
12 |
4.1 |
| 16 |
9 |
3.1 |
| 17 |
9 |
3.1 |
| 18 |
2 |
0.7 |
| 19 |
2 |
0.7 |
Table 5.
Number and percentage distribution of survey participants, by
school grade |
| Grade |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Kindergarten |
52 |
17.7 |
| 1 |
49 |
16.7 |
| 2 |
45 |
15.4 |
| 3 |
24 |
8.2 |
| 4 |
20 |
6.8 |
| 5 |
21 |
7.2 |
| 6 |
17 |
5.8 |
| 7 |
8 |
2.7 |
| 8 |
13 |
4.4 |
| 9 |
11 |
3.8 |
| 10 |
7 |
2.4 |
| 11 |
4 |
1.4 |
| 12 |
2 |
0.7 |
| Not reported |
15 |
5.1 |
| Ungraded |
5 |
1.7 |
Focus on Needed Educational Services
The specific focus of this report is on emotional and developmental
issues as they relate to a post-institutionalized child's need for
educational support services. While many of these children may glide
smoothly through their school years without needing additional support,
it's clear from our data that a great many of them are going to need
assistance. Even if these children do well enough to get through school
without support services, it is unknown how many of them will be
academically competent enough to go onto higher education. When
post-institutionalized children enter a classroom, teachers see them as
members of culturally enriched families, whose parents are
well-educated, predominantly middle-class, Caucasians. This is not the
usual presentation of students needing special education services. Most
of the time, teachers do not anticipate problems, and many students slip
through the cracks of our educational system for too long during their
early elementary years. Frustrated parents who recognize their
children’s challenges may have to fight for school resources and
support. This creates tremendous stress for everyone in the family (Barth,
Gibbs, Siebenaler; Health and Human Services).
Developmental Delays, Language, and Learning Disabilities
Dr. Dana Johnson from the University of Minnesota who is engaged
in the largest longitudinal study of post-institutional children in the
United States advises that all orphanage children will have
developmental delays and are therefore at high risk. OrphansAdoption.com
reports: "Although it is not necessary that a child have medical or
developmental disabilities to be eligible for international adoption
from Russia, adopting parents should consider all children adopted
internationally to be special needs. Adopting parents should expect
developmental delays”. Tragically, there is an almost universal lack
of understanding among adopting parents about what developmental delays
really are, how profound they can be for the entire family, and how
often they occur with other neurological impairment.
Table 6.
Number and percentage distribution of survey participants with
developmental delays, and those who also have neurological
impairments |
| Condition |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Developmental delays |
170 |
58.0 |
| Neurological impairments |
140 |
47.8 |
Many educators and adopting parents think that most developmentally
delayed children coming from institutions will just "catch up"
if given enough time and a nurturing environment. They miss the fact
that developmental delays are a very strong indication of the need for
future educational support.
Table 7.
Number and percentage distribution of survey participants with
developmental delays, by type of educational support |
| Support type |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Developmental delays |
170 |
58.0 |
| Tutoring |
133 |
45.4 |
| Individualized Education
Plan |
117 |
39.9 |
| Resource room |
83 |
28.3 |
| Aide or assistive
technology |
55 |
18.8 |
| Self-contained classroom |
40 |
13.7 |
The term "developmental delay" is misleadingly innocuous, but
daunting in its actual implications. It indicates delayed physical,
emotional, and cognitive development - not simply a very small child who
is immature and underweight. The physicians who evaluate video and
medical referrals and/or examine a great many children coming from
orphanages estimate that one month of cognitive and physical growth is
lost for every three months spent in an orphanage (Aronson; Albers,
1997, Johnson, 2000). These delays are caused by missed critical
milestones in development - foundational "holes", so to speak.
Because these deficits are foundational, and since all higher learning
is supported by a child’s developmental foundation, it is impossible
to ignore missed milestones hoping they won't be critical later on.
Missing information needs to be identified, appropriate therapies need
to be implemented, and consistent support needs to be given to both the
child and the parent.
A developing child’s progress is directly proportional to 1) health,
nutrition and prenatal care of birth mother, 2) length of term and birth
weight, 3) availability of dependable primary caretaker and nurture, and
4) level of physical stimulation, emotional interaction, and language
exposure during the first critical and formative years of life. For
orphanage children, age at placement, and duration of time spent in an
institution are also critical factors. If all the environmental
variables are positive, and if a child spends a minimum amount of time
in an orphanage environment and has strong survival skills, that child
will have a decent chance of closing any developmental gaps.
Regrettably, that seldom happens. The percentage of children in our
study who were adopted before their first birthday was only 13 percent.
Birth weights of orphaned children are frequently low due to prematurity,
maternal illness, drug addiction or alcohol abuse, malnutrition or
smoking. Primary caretakers don't exist in orphanages. Appropriate
levels of sensory stimulation are missing. Language delays and language
processing problems affect large numbers of children in institutions (Groza,
Ileana, Irwin). Many children live inside an orphanage for years before
they are adopted. If developmental delays are present at the time of the
adoption, and if early intervention isn't implemented immediately,
precious time will be lost that may never be recovered.
Table 8.
Number and percentage distribution of survey participants with
language delays/Auditory Processing Disorder, and those who
also have developmental delays |
| Condition |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Language delays/Auditory
Processing Disorder |
175 |
59.7 |
| Developmental delays |
139 |
47.4 |
Every day at school is another large serving of instruction. Normally
developing children can keep pace with the new material pouring in
because they draw upon their early learning, vocabulary, and culture.
Post-institutionalized children who come with delays have a terrible
time assimilating this rapid flow (Glennen, 2002). They have incomplete
early learning, weak language skills, and lack of cultural exposure.
These children don’t possess fundamental tools for academic success.
During the early school years, their symptoms may include fine and gross
motor problems, trouble with learning their alphabet, inability to grasp
basic math facts, or difficulty remembering or retelling a simple story.
They may have general memory problems or appear inattentive,
hyperactive, sensory seeking or sensory defensive. They may start to
exhibit a lack of phonemic awareness or have problems with sound/symbol
associations. These are all clues that intervention is required
immediately. This is the time for parents to start advocating for their
children and asking for special services in the form of IEP’s
(Individualized Education Plans).
Table 9.
Number and percentage distribution of survey participants with
language delays/Auditory Processing Disorder, by type of
educational support |
| Support type |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Language delays/Auditory
Processing Disorder |
179 |
61.1 |
| Tutoring |
138 |
47.1 |
| Individualized Education
Plan |
124 |
42.3 |
| Resource room |
85 |
29.0 |
| Aide or assistive
technology |
57 |
19.5 |
| Self-contained classroom |
43 |
14.7 |
Some children may be functioning well enough that an hour in the
Resource Room will suffice (this is called an Inclusion Plan). Some will
need more help and may be placed in a special self-contained classroom
for learning or emotionally disabled children. Still others may need a
full-time aide and/or assistive technology to help them through the
school day. Many children will need tutoring in addition to special
services while in school (Barth, Gibbs, Siebenaler, Health and Human
Services).
Language delays have the greatest detrimental impact on future learning
potential because learning requires reading and “reading relies on the
brain circuits already in place for language” (Shaywitz, 2003). Too
often language delayed children who are struggling children are placed
in ESL (English as a Second Language) programs as the solution. These
work for immigrant children who have a strong first language base which
is probably still being spoken in their homes. These immigrants learn
English in addition to their first language. In contrast,
post-institutionalized children with developmental and language delays
who have come here suffering the effects of early deprivation are
frequently missing the fundamentals of a primary language (Glennen,
2002). They are not learning English as a second language. They are
learning English as a second, first language (Guitierrez-Clennan, 1999;
Schiff & Meyers, 1992). Once they exit ESL programs, they are placed
in remedial whole language reading programs which don’t work because
they rely on contextual clues and strong knowledge of vocabulary. Far
too often, there is no school recognition or acknowledgement of the
profound difficulties the child may be having until the end of third
grade. By then, that child has already lost at least four irrecoverable
years of potential remediation and special educational support.
Adoptive Families Magazine reported in 2002: "There’s practically
no data about the wave of children adopted internationally since the
mid-1990s, who, for the most part, are just entering school. There’s
little argument, however, that many children from overseas orphanages
arrive with poor language skills, which can be the basis for later
learning disabilities. Some researchers suggested that the children in
the orphanage displayed clear deficits in social and cognitive
functioning compared to same age children attending kindergarten. On the
basis of these differences, researchers predicted that these children
would have learning difficulties in the future. ” (Groza, Ileana,
Irwin)
Alcohol-Related Neurological Disorder
There is another important issue to bear in mind when considering causes
for learning disabilities over and above inherited traits or the effects
of early deprivation, and that is Alcohol-related Neurological
Disabilities (ARND). ARND as a diagnosis is difficult to nail down
without documented maternal history or alcohol abuse. In the case of
children who are placed in orphanages after living with their birth
mothers for a period of time, histories of prenatal care are almost
non-existent. However, in our study, 53 parents answered that their
children had been diagnosed with ARND, and another 56 said they
suspected ARNDs.
Table 10.
Number and percentage distribution of survey participants with
diagnosed learning disabilities |
| Disabilities formally
diagnosed |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Yes |
121 |
41.3 |
| Possible |
15 |
5.1 |
| Probable |
2 |
0.7 |
| Not yet determined |
3 |
1.0 |
| No |
152 |
51.9 |
Dr. Boris Gindis suggests that there is an additional negative component
to language delays in Post-Institutionalized children. He has labeled it
"cumulative cognitive deficit". As Gindis describes it,
"Cumulative cognitive deficit refers to a downward trend in the
measured intelligence or scholastic achievement of culturally/socially
disadvantaged children relative to age appropriate societal norms and
expectations." He also said, "Constant failure in cognitive
activities feeds upon itself in a negative spiraling fashion which
results in low self-esteem, lack of interest in and constant frustration
with cognitive efforts."
The reality of orphanage life is that nurturing takes a back seat to
chores. Orphanages are institutions run by well-intentioned but low-paid
caretakers who are responsible for large numbers of children. Babies
learn very quickly that if they cry, no one will come (Groza, Ileana,
Irwin). Older children lack the opportunity to talk to adults. The end
result is an eerie silence inside these institutions. It’s a symptom
of dramatic and damaging changes that have occurred inside the brains of
traumatized and neglected children - changes that lead to disruptions in
normal sensory processing (Perry). Lack of exposure to meaningful
language, lack of nurture and individual attention compounded with the
stress of being totally powerless over their surroundings causes
neurological changes which may have negative effects on a child's life
in his new adoptive family and at school.
Language professionals who work with post-institutionalized children
have recommended that older adoptees who are expected to have language
skills be tested in their primary language as soon as they arrive. Dr.
Sharon Glennen, in her article Language
and the Older Adopted Child, explains why it is necessary to
test older children before the loss of whatever skills they have in a
first language. The sooner a problem is identified the better it will be
for the child. Clear articulation does not guarantee successful language
development and, in fact, may mask a significant problem. The
appropriate therapy if a child is language delayed takes place with a
Speech/Language Pathologist. America’s state run Early Intervention
Programs may help if a child is young enough to qualify, but it's likely
that complete success may need the assistance of a private
Speech/language professional. Parents should bear in mind that this kind
of language therapy will be of significant duration and expense.
However, left without sufficient therapy, language skills will never
keep pace with academic expectations. Because the language center of the
brain is in such close proximity to the reading center, unaddressed
language problems may lead to learning disabilities, particularly
dyslexia (Wood, Flowers, WFUMC, Department of Neuropsychology). Many
post-institutionalized children who have learning disabilities will need
the intensity of one-on-one instruction which may require tutoring
either in school or with a private tutor. In our study, 34.8 percent
were receiving speech tutoring, 33.1 percent were receiving tutoring in
reading, 25.9 percent were receiving Occupational Therapy tutoring, 22.9
percent were receiving math tutoring, and 19.5 percent were receiving
tutoring in Social Skills.
The Effects of Prolonged Stress
"We have to understand the cumulative cognitive deficit in IAPI
(internationally adopted post-institutionalized) children may occur
concurrently with or as one of the consequences of Post-Traumatic Stress
Disorder and Attachment Disorder" (Gindis), the most frequently
found psychiatric diagnoses in our own study.
Table 11.
Number and percentage distribution of survey participants with
emotional disorders, by type of disorder |
| Disorder |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Emotional disorders |
143 |
48.8 |
| Post-Traumatic Stress
Disorder |
69 |
23.5 |
| Reactive Attachment
Disorder |
54 |
18.4 |
| Oppositional Defiant
Disorder |
40 |
13.7 |
| Attachment difficulties |
24 |
8.2 |
| Bipolar Disorder |
20 |
6.8 |
| Anxiety Disorder |
16 |
5.5 |
| Depression |
15 |
5.1 |
| Obsessive-Compulsive
Disorder |
9 |
3.1 |
| Adjustment Disorder |
3 |
1.0 |
| Emotionally delayed |
3 |
1.0 |
| Anger management problems |
2 |
0.7 |
| Mood Disorder |
1 |
0.3 |
| Schizophrenia |
1 |
0.3 |
Table 12.
Number and percentage distribution of survey participants with
emotional disorders, by type of educational support |
| Disorder |
Number |
Percentage of all participants |
| All participants |
293 |
100.0 |
| Emotional disorders |
143 |
48.8 |
| Tutoring |
108 |
36.9 |
| Individualized Education
Plan |
98 |
33.4 |
| Resource room |
71 |
24.2 |
| Aide or assistive
technology |
47 |
16.0 |
| Self-contained classroom |
39 |
13.3 |
Post Traumatic Stress
Post traumatic stress within this community of parents has also been
described as "adoption stress", a term which can be applied to
all parties in an adoption. "The reality is, when we look closely
at adoption, we realize that traumatic stress is pervasive - often
impacting several, if not all, of the parties involved. Unfortunately,
this traumatic stress, ‘adoption stress’, is generally not
recognized and its impact is misunderstood." (http://www.adoptiondoctors.com).
Misunderstanding of the effects of post-traumatic stress is perhaps
deepest at the school level. Children's responses to stressful
situations differ from that of adults. What may appear to be
hyperactivity, inattention, oppositional behaviors, cognitive
difficulties, memory issues, or hyper vigilance could, in fact, be the
symptoms of adoption stress and/or PTSD (Post Traumatic Stress
Disorder). Chronically stressful situations may lead to deficits in
learning (http://www.futureofchildren.org).
PTSD is unique in that it is an initial emotional response that can, if
stress is sustained for a long enough period, cause temporary or
permanent neurological damage to the sufferer (Perry). So, PTSD is the
bridge between the emotional and neurological issues of the typical
post-institutionalized child. When one considers the large number of
neurological and emotional problems reported in our study, it becomes
clear that it is impossible to ignore the consequences of this key
piece. There is much excellent material available that can help parents
and teachers better understand the underlying causes of stress and
ensuing neurological changes stemming from life in an institution.
Adopting or teaching a child who has experienced such stress and not
realizing how much of an impact it will have does a huge disservice to
all concerned. Dr. Bruce Perry at http://www.ChildTraumaAcademy.com and Dr. Boris Gindis at http://www.BGCenter.com have on-line training programs available for parents and teachers. It's
my opinion that both of these on-line courses should become requirements
for all adopting parents.
Institutionally Caused AD/HD Symptoms
In 2003, Dr. Jerri Jenista writes “Adopted children’s problems
seemed to be related mostly to language difficulty and attention deficit
and hyperactivity.” An extremely thorough and in-depth study by
Kreppner, O'Connor, Rutter, and the English and Romanian Adoptees Study
Team has identified a strong correlation between inattention/overactivity
and former life in an orphanage. Current research by this same group is
addressing the question of "whether the inattentiveness and
overactivity observed in the present sample is different in type from
that which is normally defined as AD/HD in clinical practice." It
would seem from our support group’s observation that the underlying
cause of what appears to be AD/HD in these children may actually be
specific neurological damage which manifests itself as inattention and
overactivity but is unique in composition to each child. If that is
proven to be true, it would partially explain why many of these children
react so adversely to traditional pharmaceutical, behavioral, and
therapeutic approaches to AD/HD. We may be seeing inattention and
hyperactivity when, in fact, these behaviors are the results of the
sustained stress of life in an institution. It's clear from our reported
data that this AD/HD-like presentation exists in a very large number of
those we surveyed. Respondents reported that 32.8 percent of the
children were diagnosed with AD/HD.
Where Do We Go >From Here?
The current thinking among many adoption professionals and adopting
parents is that we should prepare for the worst and hope for the best
when we adopt post-institutionalized children. A far more realistic
approach might be to expect and thoroughly prepare for the worst so that
we are ready for the realities of parenting these children, many of whom
will need therapy and special services throughout their school years.
The "best" may be nothing like you expected. Realistic
expectations correlate with overall satisfaction. The good news is a
great many children seem to be having no problems at all. I can honestly
say, based on my own experience with three educationally challenged,
language-delayed, and neurologically compromised children who are now in
middle school and high school, even if your reality isn’t what you
would have wished, you can get help, you can see your children achieve
success, and you most definitely can have a thoroughly rewarding and
fulfilling family life in the process.
In reviewing the questions posed in the introduction of this article: How
likely is it that the child you have adopted or are going to adopt will
need considerable help getting an appropriate education? Enough
post-institutional children and their families are struggling with
academics to necessitate the preparation and planning it takes to be an
effective therapeutic parent and an educational advocate for your child.
Evaluations for developmental delays, sensory and processing disorders,
language delays and disabilities are just as important as general
pediatric appointments, re-immunizations, and dental interventions.
Parents bringing children home who are young enough to qualify for Early
Intervention should be applying to this program whether or not they
believe their child has an immediate need. Agencies should insist this
be a requirement, right along with the post-placement reports and visits
from social workers. Are adoption agencies and social workers
adequately preparing their families for what may lie ahead during school
years? At the present time, good pre-adoption education is falling
far short of need. It’s not that agencies aren’t trying to cover all
relevant pre and post-adoption topics, but they need to re-evaluate the
programs to insure that truly relevant issues are being presented.
Post-adoption preparation and support is sorely lacking. In light of the
fact that this year alone, three children have died tragically in
families overwhelmed with post-adoption stress, the creation of
dependable, comprehensive, and accessible support departments should be
the number one priority for every single agency placing children from
orphanages. Continuing education programs need to be developed and
encouraged. Do school systems understand the cognitive and emotional
dynamics of children who have previously been living in institutions? Every
person who becomes involved with a post-institutionalized child needs to
be cognizant of the significant possibility that child will need
assistive services in school. A thorough understanding of the
psychological and emotional changes that happen to institutionalized
children is necessary to do that. Parents need to learn their rights and
how to effectively advocate for their child's appropriate education.
Teachers and school administrations must become more aware of the
complexity of teaching these children. The only way any of this will
ever be accomplished is by parents pushing for change. Ultimately, it's
our responsibility as guardians of these children's lives to assure
their needs are understood and met.
About the Author:
Harriet McCarthy is a free-lance writer whose primary interest is the
challenging issues of post-institutionalized children. Over the past ten
years she has been involved with support groups for parents of Eastern
European adopted children and children with learning differences. She
has managed the Eastern European Adoption Coalition's PEP-List (Parent
Education and Preparedness) since its inception in 1998 and is a current
EEAC Board Member. In 2003, she received the Congressional Angels in
Adoption award. She is a graduate of Salem College and lives in
Winston-Salem, NC with her husband and three adopted Russian sons.
Acknowledgement:
The author acknowledges and thanks Clark Pickett for his assistance in
the preparation of this report. Clark analyzed the data and prepared the
tables and chart. He is one of the founders of EEAC. He currently serves
as the Treasurer of EEAC, Inc., and is the primary Listserv
administrator of its mailing lists. He lives in Baltimore, MD with his
wife and adopted Russian son and daughter.
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