BGCENTER
Home
Online Courses
Articles
Directory
Publications
of Dr. Gindis
Questions & Answers
Presentations
Workshops
Newsletter
Archives
Bgcenter
Course SBG2
School Issues of internationally Adopted Children: Language, Behavior, and Academic Functioning

Instructor Boris Gindis, Ph.D.

Part 1. Language

Unit 1: How do international adoptees differ from other English language learners?

  • International adoptees are not bilingual.
  • International adoptees have delays and weaknesses in their first language.
  • International adoptees learn English in a different way than "typical" English language learners.
  • The causes of rapid loss of the native language by an international adoptee.
  • The therapeutic value and negative consequences of a rapid loss of the first language by an international adoptee.
  • What are the pros and cons of preserving the native language?
  • Parents share thoughts about their experience with bilingual issues.
  • Communicative language fluency and cognitive language mastery in international adoptees.
  • The pattern of English language learning by international adoptees.
  • Language issues of children adopted at an early age and still having language-based problems in school.
  • Is an ESL program beneficial for IA child?
  • Can an ESL program be helpful to IA children?
  • ESL and remedial services.
  • Temporary difficulties in second language learning or a genuine language disorder?

Part 2. Behavior

  • Do international adoptees have more behavioral problems than their peers?
  • Major causes of behavior problems in international adoptees from developmental, psychiatric, and socio/cultural perspective.
  • Developmental disabilities and institutional autism.
  • Culture and language as mediators of initial adjustment period.
  • Initial adjustment period phases.
  • How to manage behavioral issues during the initial adjustment period.
  • Components of Post-Orphanage Behavior.
  • How to manage Post-Orphanage Behavior of a child.
  • The specificity of ADHD in international adoptees.
  • The specificity of PTSD in international adoptees.
  • The specificity of AD in international adoptees.

Part 3. Academic functioning

  • The nature and roots of possible academic issues of international adoptees.
    • Primary and secondary disabilities as the roots of possible academic issues
    • Risk factors for academic success and the age of adoption
    • What does it take an international adoptee to be successful in school?

  • Academic readiness of international adoptees.
    • The issue of school readiness in contemporary American education
    • The specificity of readiness issues in international adoptees
  • The symptoms of Cumulative Cognitive Deficit (CCD) in international adoptees.
  • Case study: chronic mismatch between the child's learning capacity and academic placement, teaching style, and level of instruction.
  • The essence and specificity of Cumulative Cognitive Deficit in internationally adopted post-institutionalized children.
  • Remediation of Cumulative Cognitive Deficit in international adoptees.
  • What is the appropriate school placement for international adoptees?
  • The initial screening and full psycho-educational assessment of international adoptees
  • Who is the right specialist to do a psycho-educational evaluation of an internationally adopted child?
  • Tests and procedures used in psycho-educational evaluations
  • The issue of eligibility for special education placement and services for international adoptees
  • The process of obtaining special education services for international adoptees
  • Existing remedial opportunities for international adoptees at school
            
Psychological issues of older internationally adopted children: courses and publications
Copyright ©2003-2020
Last update on January 4, 2020