Educating Drug-exposed Children: The Aftermath of the Crack-baby Crisis

Sampul Depan
Psychology Press, 2004 - 151 halaman
This topical new book brings together a previously neglected perspective to bear on the problem of prenatal drug exposure in the US. At the heart of the book is a series of interviews with public schoolteachers concerning the challenges entailed in educating children from substance abuse backgrounds. It covers their learning and behavioural problems, learning styles and effective instructional strategies and addresses questions of policy, such as the need for special education programs in public schools. This is the first book to use teachers' experiences as a resource for understanding how prenatal drug exposure affects the development of children and how social construction of the problem influences perceptions of these children within the school environment.
 

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The Policy Paradox Responding to Prenatal Drug Abuse
3
The Social and Political Construction of the Urban Crack Baby Crisis
4
Crack Mothers Welfare Queens and Cheaters
6
Punitive Policies Social Welfare and GenderSpecific Drug Treatment
8
Current Public Policies and Attitudes Affecting Poor DrugImpacted Families
10
A Growing National Campaign
14
Summary and Conclusions
18
DrugExposed Children and Development What Has the Research Taught Us?
21
Data Analysis
62
Ways of Identifying DrugAffected Children
63
Two Contrasting Opinions
71
Expanding the Definition of the SchoolAge DrugAffected Child
75
How Schools Have Addressed This Issue
80
Working with DrugAffected Children
83
Classroom Strategies
85
Summary and Conclusions
86

The Debate about Crack Baby Syndrome
23
Environmental Risk Factors Maternal Health and Polydrug Use
27
Some Information on Schoolchildren
32
Summary and Conclusions
34
The Politics of AtRisk DrugAffected Children and Educational Policy
37
Infants and Toddlers with Disabilities under the IDEA Amendments of 1997
38
Preschool Programs for Children with Disabilities
43
Special Education Services for SchoolAge Children
46
SchoolDistrictInitiated Early Intervention Programs for DrugExposed Children and Their Families
47
Expanding the Definition of AtRisk
49
Summary and Conclusions
53
Identifying a Cracked Foundation Teacher Observations
57
Epistemological Orientation
58
The Sample
59
The Teacher Participants
61
Healing the Crack in Their World Education and DrugAffected Children
89
Implications for Health Human Services and Educational Policy
90
Recommendations for Programs Practices and Policies
97
Best Practices or Responsive Classroom Model
102
Supporting Educational Interventions for Schoolchildren
107
What Does This Study Tell Us about School Reform Educational Policy and AtRisk Children?
112
Summary and Conclusions
114
Appendix A Data Collection Instrument
115
Appendix B Demographic Information
119
Appendix C SurveyQuestionnaire Results
121
Notes
123
Glossary of Related Terms
137
Index
143
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Tentang pengarang (2004)

Janet Y. Thomas is on the faculty in the Department of Public Policy and Administration at the University of Rutgers, Camden.

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