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Essay / Research Paper Abstract
A 6 page overview of the links that exist between child abuse and children with disabilities. This paper reviews the article by authors Michele T. Gore and Karen G. Janssen and highlights the importance of schools in detecting and reporting abuse. No other sources are listed.
Page Count:
6 pages (~225 words per page)
File: AM2_PPchldabuserprtng.rtf
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Unformatted sample text from the term paper:
our nations children. Abuse affects not just the child but society as a whole. Because an abused child seldom has a large circle of support the abuse can
go on undetected for years. Schools, however, are in a unique position in most childrens lives. Schools can be their only contact outside of the home where the
abuse is occurring. Because of the one on one contact that a child can experience in schools with responsible adults, it is often these adults that discover the abuse
and ultimately report it. Authors Michele T. Gore and Karen G. Janssen (2007) emphasize that this is a particularly high possibility for children with disabilities. They encourage educators
to be vigilant in watching for signs of abuse and to seek out multidisciplinary approaches to the problem. Gore and Janssen (2008) recognize
that there are both short and long term problems associated with child abuse. There is a direct link, for example, between child abuse and juvenile delinquency and even criminal
behavior later in life. Just as concerning is the fact that child abuse is a vicious circle. Those that are abused often become abusers themselves. Abuse also
lessens the chances a child has in terms of educational attainment. It can result in "in physical, sensory, communication, learning, and behavioral disabilities" (Gore and Janssen, 2008, 49).
Unfortunately, children with disabilities are not only more likely to be victims of abuse, they are also more likely to suffer greater
impacts from that abuse (Gore and Janssen, 2008). Indeed, the literature reports that some fourteen percent of childhood disabilities are believed to be the direct result of some form
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