Parent Satisfaction with School Services for their Internationally Adopted Child

Abstract

International adoption continues to be a popular method of growing a family in the United States. The effects of institutionalization prior to adoption can be seen across developmental areas including cognitively, socially, emotionally, and physically. Although much research has been conducted on the effects of institutionalization, abandonment, and neglect on a child’s development, less time has been given to the quality of services a family can receive after the adoption has been finalized and the family begins their new life together. One significant resource for these families is the school system. The purpose of this study was to explore the variety of services a family receives through their child’s educational setting as well as parent’s satisfaction with these services. It was hypothesized parents of internationally adopted children are not completely satisfied with the services received in their child’s educational settings due to non-expertise regarding adoption-specific issues. It was also hypothesized that there are significant differences in services offered between school settings, with the most services offered in public schools but the highest satisfaction of services found in private schools. This study surveyed 67 parents from 28 states regarding their internationally adopted child and the experiences they have had with their school. The analysis found that there was not a significant difference in services offered or satisfaction with those services among types of school, with the exception of behavioral services.