Feelings and perceptions of French parents of internationally adopted children with special needs (SN): Navigating the triple stigma of foreignness, adoption, and disability

Miller, Laurie C.; Pinderhughes, Ellen E.; Montclos, Marie-Odile Pérouse de; Matthews, Jessica; Chomilier, Jacques; Peyre, Janice; Vaugelade, Jacques; Sorge, F.; Monléon, Jean-Vital de; Truchis, Anne de; Baubin, Odile

doi:10.1016/j.childyouth.2020.105633

Cited by 7 publications

(8 citation statements)

References 57 publications

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“…Conversations in the classroom, involving both SEND and non-SEND students, reveal insights into academic and social dynamics. In mixed-ability groups, non-SEND students often assume authoritative roles, creating imbalances with SEND peers, limiting their learning opportunities (Miller et al, 2021). SEND students often engage passively, relying on peer support (Francisco et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

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Regulating Discourse: How Children With and Without SEND Internalize the Evaluative Framework of Adults

Efthymiou

2023

SAGE Open

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This study presents a Bakhtinian analysis of discourse among children with Special Educational Needs and Disorders (SEND) in two elementary classrooms, delving into the complicated interaction of voices and perspectives within their communication. The research investigates how the evaluation of peers provides a contextual backdrop for the voices of children with SEND. Conducted as a longitudinal investigation in an English primary school, data were collected over a three-month period to disclose communication dynamics. Notably, the discourse analysis reveals the use of “hybrid constructions” by students, wherein they skillfully blend adult values with their own viewpoints when discussing peers, thus navigating their positioning vis-à-vis institutional norms and their peers. The central question, “Who is taking the lead in the conversation?” undrapes a rich interchange of voices within each dialog excerpt. This interaction encompasses the speaker’s own voice and resonates with reflections of institutional discourse. Importantly, the analysis elucidates how diverse pedagogic discourses contribute to shaping social relationships between teachers and students, as well as amongst the students themselves. By capturing these multifaceted interactions, this study reveals a paramount conduit through which institutional values are communicated and internalized within the discourse of children with SEND. This focused exploration contributes to a nuanced understanding of how children assimilate external voices while communicating and how they forge connections with peers facing unique learning challenges.

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Section: Resultsmentioning

confidence: 99%

“…Shared voices emerge during collaborative utterances when both SEND, and non-SEND students echo shared information or exhibit friendship. A dynamic unfolds during the negotiation of SEND students' identities within focus groups, often marked by individuals assuming dominant roles, regardless of gender (Miller et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Regulating Discourse: How Children With and Without SEND Internalize the Evaluative Framework of Adults

Efthymiou

2023

SAGE Open

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“…Forbes and Dziegielewski (2003) highlight, for example, the stigmatization of foster and adoptive parenting; the grief associated with motivations such as infertility, lack of support, and understanding from the extended family; or the differential acceptance of parents in some adaptation processes. Other challenges may include managing the relationship with the biological family in foster care and open adoptions; communication about the origins and the construction of identity in the child, including the fear of abandonment (Hussey 2011); or the building of interracial families (Lazarus et al 2002); and coping with stigmatization (Miller et al 2021). These adoption challenges may interact with IDD challenges (Berástegui 2012;Miller et al 2021) by boosting or overshadowing them.…”

Section: Similarities and Differences Between Foster Or Adoptive Vs B...mentioning

confidence: 99%

“…Other challenges may include managing the relationship with the biological family in foster care and open adoptions; communication about the origins and the construction of identity in the child, including the fear of abandonment (Hussey 2011); or the building of interracial families (Lazarus et al 2002); and coping with stigmatization (Miller et al 2021). These adoption challenges may interact with IDD challenges (Berástegui 2012;Miller et al 2021) by boosting or overshadowing them. Conversely, the disability itself can minimize some of these adoption challenges.…”

Section: Similarities and Differences Between Foster Or Adoptive Vs B...mentioning

confidence: 99%

“…Research on IDD has neither paid enough attention to the specificity of foster and adoptive families compared to biological families, despite the higher prevalence of adopted and foster children in IDD resources such as special education, for example (Van Ijzendoorn, Juffer & Klein 2005). However, the intersection between adoption or foster care and IDD can have a relevant impact on families and therefore create specific support needs that may be unmet (Good 2016;Miller et al 2021). Understanding the quality of family life dynamics in these families can help us promote the most appropriate services and better support them (Perry & Henry 2009).…”

Section: Introductionmentioning

confidence: 99%

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Family Quality of Life in Foster and Adoptive Families of People with IDD

García-Sanjuán,

Berástegui,

Mota

2023

Scandinavian Journal of Disability Research

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The aim of this study is to examine the family quality of life (FQoL) in foster and adoptive families of people with intellectual and developmental disabilities (IDD). Adoption or foster care and IDD can have a specific impact on families, creating particular support needs. This study assesses self-reported parent FQoL and its relations with placement and disability factors in a convenience snowball sample of 62 foster and adoptive families of children, adolescents, and young adults with IDD in Spain. The FQoL ranged between moderate and entirely satisfactory (M = 92.2; SD = 16.9). Families of people with Down Syndrome (DS) and in special placements showed higher FQoL scores than those without other diagnoses or in ordinary placements. In contrast, increased mental health needs can explain a decrease in FQoL (β = -0.337, t = -2.729, p = 0.008). These families also show specific support needs essential for FQoL, including accurate information and training processes, and particular attention and support when a disability is identified after placement.

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Special needs of internationally adopted adolescents in 4 European receiving countries: Relation to mothers’ adoption satisfaction

Miller

Canzi

Ranieri

et al. 2022

Children and Youth Services Review

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Feelings and perceptions of French parents of internationally adopted children with special needs (SN): Navigating the triple stigma of foreignness, adoption, and disability

Cited by 7 publications

References 57 publications

Regulating Discourse: How Children With and Without SEND Internalize the Evaluative Framework of Adults

Regulating Discourse: How Children With and Without SEND Internalize the Evaluative Framework of Adults

Family Quality of Life in Foster and Adoptive Families of People with IDD

Special needs of internationally adopted adolescents in 4 European receiving countries: Relation to mothers’ adoption satisfaction

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