TY - JOUR
T1 - The Characteristics Among Maltreatment, Special Education Service Delivery, and Personnel Preparation
AU - Miller, Deserai
AU - Santos, Rosa Milagros
N1 - Funding Information:
This study was supported in part by funding from the Office of Special Education Programs, U.S. Department of Education: Project BLEND (H325D110037). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency.
Funding Information:
https://orcid.org/0000-0002-8135-8818 Miller Deserai PhD 1 Santos Rosa Milagros PhD 1 1 University of Illinois at Urbana–Champaign, USA Deserai Miller, Department of Special Education, University of Illinois Urbana–Champaign, 1310 S. Sixth Street Champaign, IL 61820, USA. E-mail: millerde@illinois.edu 2 2020 53 4 216 225 © Hammill Institute on Disabilities 2019 2019 Hammill Institute on Disabilities Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand what the research says related to the preparation of special education providers to carry out these recommendations. In this literature review, we focused on three areas related to maltreatment: (a) reported and assessed knowledge base of school-based professionals, (b) attitudes and training beliefs of school-based professionals, and (c) access to training opportunities. The findings suggest practitioners feel unprepared, there are limited and insufficient opportunities for preparation, and researchers need to consider different methodology when studying this topic. Practice and research implications are discussed. abuse neglect special education service delivery preparation trauma-informed care Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported in part by funding from the Office of Special Education Programs, U.S. Department of Education: Project BLEND (H325D110037). The views or opinions presented in this manuscript are solely those of the authors and do not necessarily represent those of the funding agency. ORCID iD Deserai Miller https://orcid.org/0000-0002-8135-8818
Publisher Copyright:
© Hammill Institute on Disabilities 2019.
PY - 2020/2/1
Y1 - 2020/2/1
N2 - Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand what the research says related to the preparation of special education providers to carry out these recommendations. In this literature review, we focused on three areas related to maltreatment: (a) reported and assessed knowledge base of school-based professionals, (b) attitudes and training beliefs of school-based professionals, and (c) access to training opportunities. The findings suggest practitioners feel unprepared, there are limited and insufficient opportunities for preparation, and researchers need to consider different methodology when studying this topic. Practice and research implications are discussed.
AB - Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand what the research says related to the preparation of special education providers to carry out these recommendations. In this literature review, we focused on three areas related to maltreatment: (a) reported and assessed knowledge base of school-based professionals, (b) attitudes and training beliefs of school-based professionals, and (c) access to training opportunities. The findings suggest practitioners feel unprepared, there are limited and insufficient opportunities for preparation, and researchers need to consider different methodology when studying this topic. Practice and research implications are discussed.
KW - abuse
KW - neglect
KW - preparation
KW - special education service delivery
KW - trauma-informed care
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U2 - 10.1177/0022466919836278
DO - 10.1177/0022466919836278
M3 - Article
AN - SCOPUS:85077142797
SN - 0022-4669
VL - 53
SP - 216
EP - 225
JO - Journal of Special Education
JF - Journal of Special Education
IS - 4
ER -