ERIC ED429384: Assistance for Special Educators, Law Enforcement, and Child Protective Services in Recognizing and Managing Abuse and Neglect of Children with Disabilities.

111 Pages·1999·2.8 MB·English

by  ERIC

DOCUMENT RESUME
EC 307 118
ED 429 384
Struck, Linda M.
and Child
AUTHOR
Educators, Law Enforcement,
Assistance for Special
TITLE
Abuse and
Recognizing and Managing
Protective Services in
Disabilities.
Neglect of Children with
Services, Richmond.
Virginia State Dept. of Social
INSTITUTION
(DEES/ACP),
Youth, and Families
Administration on Children,
SPONS AGENCY
Washington, DC. Children's Bureau.
1999-00-00
PUB DATE
111p.
NOTE
Services, Child Protective
Virginia Department of Social
AVAILABLE FROM
Street, Richmond, VA
Services Unit, 730 East Broad
804-692-1259 ($1.65).
23229-1849; Tel
(055)
Guides - Non-Classroom
PUB TYPE
MF011PCO5 Plus Postage.
EDRS PRICE
Elementary
Neglect; *Disabilities;
*Child Abuse; *Child
DESCRIPTORS
Interviews;
Interdisciplinary Approach;
Secondary Education;
variables; Prevention;
Legal Responsibility; Predictor
(Individual Disorders);
Questioning Techniques; *Symptoms
*Teacher Responsibility
Reporting
*Child Abuse and Neglect
IDENTIFIERS
ABSTRACT
educators,
help Virginia special
This booklet is designed to
professionals recognize and
child protective service
law enforcement, and
disabilities; improve the
of children with
understand abuse and neglect
abuse/neglect; and
there is suspicion of child
reporting accuracy when
that will facilitate a
interdisciplinary collaboration
provide strategies for
(1) the
Information is provided on:
sensitive and effective response.
(2) risk factors;
maltreatment and disabilities;
relationship between child
(4) disability
disabilities;
abuse/neglect in children with
(9) indicators of
and neglect laws;
(6) Virginia child abuse
(5) interview techniques;
types;
about
(8) issues and concerns
abuse/neglect;
(7) definitions of child
of
(10) a brief explanation
making a report;
(9) procedures for
reporting;
abuse/neglect prevention
ie made; and (11)
what happens when a report
includes a glossary of
disabilities. An appendix
strategies for children with
and developmental
the continuum of disabilities
disabilities, information on
disabilities, and a
curricula for children with
language skills, a prevention
17 references. (CR)
services departments. Contains
list of local social
Oft***
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the best that can be made
Reproductions supplied by EDRS are
from the original document.
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Assistance for
Special Educators, Law Enforcement,
and Child Protective Services in
Recognizing and Managing
CHILDREN
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ACKNOWLEbGMENTS
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The Department of 8ocidI 8ervices would like
in acknOwledge and lhOnk our cblibagt;6si.ri;the
6nfoite-
and
spbclai edUcation 'tits'Athtie
Ment comthbnItie't for devoting f1lr tirtb Ofdri
d'hd expertise H)'developing tivs bool.fet=s
,
The children pertrayed in tlifs 6bokiN n%e fei'r
illustrative purposes oniy akt are iiPt
kiicfirns of child abuse or negfdtt Tht iflustra,
freris are intended '0 IrOmote child safely trhile
recoCfniZfr,g that ctiildren ,sith cisabifit.es aro
hist ard foremost chrIrri
,
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Ti-s booklet svas r..rit'en and compiled by
trif S W. CPS Program Consultanf.
Linda tv't
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Unit
Chtld t'roter
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by pbrniis,on of fo.1,1f1,4 PrkO
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TO REPORT CHILD ABUSE OR
NEGLECT CALL YOUR LOCAL
DEPARTMENT OF SOCIAL
SERVICES DURING BUSINESS
HOURS*
OR
CHILD ABUSE AND NEGLECT
HOTLINE
(24 Hours a Day)
# 1-800-552-7096
Voice/TDD Accessible
'Phone numbers for Local Departments of Social
Services can be found on page 106 of this booklet.
4
VALUES AND PRINCIPLES
The information in this booklet is based upon
the following principles:
Children with disabilities are first and
foremost children; and
All children have the right to be:
treated fairly and with dignity:
protected from victimization by others;
and
protected from re-victimization by systems
designed to protect them (Crocker, 19941.
Protection is maximized when professionals
W
recognize childrens abilities as opposed to
210111LP"'"I"
4
focusing on their limitations.
Adapted from: The McCreary Center Society (1993).
Sexual abuse and young people with disabilities project:
investigation guidelines. Linda Graham.
5
totally 0 duc
AN OPEN LETTER TO SPECIAL
EDUCATORS, LAW ENFORCEMENT,
AND CHILD PROTECTIVE SERVICES
PROFESSIONALS
This booklet contains information on:
Recognizing and investigating suspected abuse
or neglect of children with disabilities is a
The relationship between child maltreatment
challenging task for special educators, law
and disabilities;
enforcement, and child protective services due
to many factors including: the subject matter;
Risk factors;
diversity of disabilities; characteristics of the
disability, which can sometimes mask or mimic
Indicators of abuse/neglect in children with
abuse or neglect; and social attitudes about
disabilities:
people with disabilities.
Disability types:
Under Virginia law, you are required to report
Interview techniques;
suspicion of abuse or neglect to child protective
selViCes. Collaboration that capitalizes on the
Virginia child abuse and neglect laws;
expertise of each of the three professions is
essential to: an objective and sensitive
Definitions of child abuse/neglect:
assessment of the situation; protection from re-
Issues and concerns about reporting;
victimization by systems; and ensuring the
safety of the child.
Procedures for making a report;
This booklet is designed to help you recognize
A brief explanation of what happens when a
and understand abuse and neglect of .,11ildren
report is made; and
with disabilities; improve the reporting accuracy
Abuse/neglect prevention strategies for
when there is suspicion of child abuse/neglect;
and provide strategies for interdisciplinary
children with disabilities.
collaboration that will tacilitate a sensitive and
Your expertise and collaboration is essential to
effective response.
ensuring the safety of Virginia's children.
of
stable
Ot5
Conte
Questionable Situations
4.
Child Abuse/Neglect
1.
and Disabilities
The Fine Line Between Abuse
32
and Discipline
The Relationship between Disabilities
2
and Maltreatment
32
Distinguishing Abuse from Accident. .
Beliefs and Misconceptions about
Characteristic of the Disability
3
Children with Disabilities
34
or Abuse?
At Risk Children with Disabilities
5
36
Latchkey Children
6
Perpetrators
37
Sexual Activity Between Children
. 7
Consequences of Abuse and Neglect .
.
38
Failure to Obtain Medical Care
Situations That Are Not Considered
Disabilities and the Family
Abuse/Neglect and Are
2.
39
Not Reportable
10
Family Stress and Risk
Emotional Response to the Disability. .
. 11
Reporting Child Abuse and Neglect
5.
impact of a Child's Disability on
42
Why Report9
12
Family Life
42
Who Must Report?
Family Resiliency and Healthy
14
Adjustment
43
Liability of Reporter
Obstacles to Accessing Community
43
Penalty tor Failure to Report
15
Resources
44
When to Report?
17
Parents with Disabilities
44
How to Report?
45
Informing the Parents
Recognizing Child Abuse
3.
46
What if You're Not Sure?
and Neglect
What if the Abuse Occurred in
20
Legal Definitions
46
the Past?
Operational Definitions
21
What if a Report is Not Accepted by
23
indicators of Abuse/Neglect
47
Child Protective Services?
Indicators Observed in the Classroom. . 28
Feedback from Child Protective
47
Services
7
Disabilities, maltreatment, and
9.
Issues and Concerns About
6.
Interdisciplinary Collaboration
Reporting
Interdisciplinary Teamwork
Personal Biases
50 64
Pre-interview Planning
Confidentiality
65
51
Release of Records to Child
Protective Services
66
Special Educator Response to
7.
the Child Victim
Interviewing Children in School
66
How to Respond to the Child Who Reports
Interview Principles and Use of
Abuse/Neglect
Language
54
68
Interviewing Children with Language/
Techniques for Interacting with the
Communication Challenges
Abused/Neglected Child
55
70
Use of Interpreters
72
Child Protective Services
8.
Facilitated Communication
74
Investigation and Response
74
Competency
What Happens After You Make
A Report?
58
10. Child Abuse and Neglect
Right To Appeal Investigation
Prevention
Findings
58
Prevention Strategies
78
Services Provided to the Family
59
Prevention Curriculum Components .
. 79
.
Removal From the Home and
Placement
59
11. Appendix
Protective Custody
60
Glossary of Disabilities
82
Photographs and X-Rays
60
Continuum of Disabilities
98
Civil Court Action and Testimony by
School Employees
61
Developmental Language Skills
100
Criminal Prosecution
61
Prevention Curricula for Children
with Disabilities
104
References
105
List of Local Social Services
Departments
106
Resources
109
8
4
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THE RELATIONSHIP BETWEEN
DISABILITIES AND MALTREATMENT
Circumstantial factors such as chronic sub-
A review of the literature provides the following
stance abuse or violence in families can
information on the relationship between
substantially increase the risk tor abuse
disabilities and maltreatment:
and disability (Sobsey, 1994).
Child maltreatment can cause
While families often effectively manage the
disabilities. The National Coalition on
special needs of children with disabilities,
Abuse and Disabilities estimates that 18,000
the risk tor maltreatment by other care
children per year are permanently disabled
givers remains.
by abuse and neglect or suffer mental retar-
dation or sensory and motor impairments.
All research studies indicate that under-
reporting is a major concern.
Disability increases the risk of
maltreatment. A 1993 national study spon-
sored by the National Center on Child
Abuse and Neglect indicates that children
with disabilities are abused at a rate of 1.7
times that of children without disabilities.
Children with disabilities are 1.6 times more
likely to be neglected, 1.8 times more likely
to be physically abused, and 2.2 times more
likely to be sexually abused than children
without disabilities (Sullivan, Knutson.
Scanlan, & Cork, 1997).
1 0
2