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ERIC Number: ED434189
Record Type: Non-Journal
Publication Date: 1999-Sep
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0889-8049
School Support for Foster Families. ERIC/CUE Digest, Number 147.
Schwartz, Wendy
This digest discusses factors that influence the ability of foster children to achieve academically and offers some strategies that schools can use to improve their educational success and emotional well-being. Schools can be an important source of stability for foster children, whose home lives have been disrupted. Foster children need to believe that they are welcome in school, are treated the same as their classmates, and are safe. Schools need a specific plan for enrolling and integrating foster children. The effort begins with information collection and retrieval so that children receive the services they need. Schools must plan to place foster children appropriately, taking into account social and academic needs. Both curriculum and instruction should be designed to show children that there are many different configurations of family and to be sensitive to the problems foster children face. Appropriate service delivery, teacher training and assignment, and efforts to promote parent participation are important aspects of a school's plan for dealing with foster children, who may need extra attention to build a good foundation for later life. (Contains 10 references.) (SLD)
ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Teachers College, Main Hall, Room 303, Box 40, Columbia University, New York, NY 10027 (Free). Tel: 800-601-4868 (Toll Free); Fax: 212-678-4012; Web site: .
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.