Maltreatment of Children With Disabilities

Hibbard, Roberta A.; Desch, Larry W.; Neglect,

doi:10.1542/peds.2007-0565

Cited by 196 publications

(87 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…• access to a full continuum of health care without discrimination on the basis of (1) insurance, refugee, and/or immigration status, 51-58 (2) disabilities, 33,36,46 and/or (3) placement in foster care, the juvenile justice system, or other public venues 43,44,49,50 ;…”

Section: Implications For Practicementioning

confidence: 99%

Health Equity and Children's Rights

2010

Pediatrics

View full text Add to dashboard Cite

Many children in the United States fail to reach their full health and developmental potential. Disparities in their health and well-being result from the complex interplay of multiple social and environmental determinants that are not adequately addressed by current standards of pediatric practice or public policy. Integrating the principles and practice of child health equity—children's rights, social justice, human capital investment, and health equity ethics—into pediatrics will address the root causes of child health disparities. Promoting the principles and practice of equity-based clinical care, child advocacy, and child- and family-centered public policy will help to ensure that social and environmental determinants contribute positively to the health and well-being of children. The American Academy of Pediatrics and pediatricians can move the national focus from documenting child health disparities to advancing the principles and practice of child health equity and, in so doing, influence the worldwide practice of pediatrics and child health. All pediatricians, including primary care practitioners and medical and surgical subspecialists, can incorporate these principles into their practice of pediatrics and child health. Integration of these principles into competency-based training and board certification will secure their assimilation into all levels of pediatric practice.

show abstract

Section: Implications For Practicementioning

confidence: 99%

Health Equity and Children's Rights

2010

Pediatrics

View full text Add to dashboard Cite

show abstract

“…Professionals often do not recognise scars of abuse and misdiagnose them as impairment related (Brandon et al, 2011;Hibbard and Desch, 2007). This disagnostic overshadowing can thwart child protection and support, and cause disbelief when disabled victims seek help and disclose their experiences of violence.…”

Section: Discussionmentioning

confidence: 99%

‘I can’t forget’: Experiences of violence and disclosure in the childhoods of disabled women

Shah¹,

Tsitsou

Woodin

2016

Childhood

View full text Add to dashboard Cite

Violence against children is a human rights problem that cuts across gender, race, geographical, religious, socio-economic status and cultural boundaries. The risk of violence towards disabled children during their lifetime is 3-4 times greater than towards non-disabled children. It starts in early childhood, is more severe and linked to disablist structures in society. Violence is perpetrated by individuals and through institutional practices that are part of disabled children's everyday life. Violence is often misdiagnosed as related to individual impairment, and not recognised by professionals or the victims themselves. Presenting disabled women's reflections of childhood violence, help seeking and responses to disclosure, this article seeks to raise an awareness of violence towards disabled girls and the need for these to be recognised as a serious child protection issue to be included in official definitions of child abuse.2

show abstract

“…Recommended standards regarding restraints, seclusion, and corporal punishment are provided in the AAP book Caring for Our Children: National Health and Safety Performance Standards: Guidelines for Early Care and Education Programs. 15 In addition, the AAP Council on Children With Disabilities has a policy statement 33 opposing the maltreatment of children with disabilities by use of inappropriate restraints, seclusion, and aversive interventions. Therefore, although restraints, seclusion, and corporal punishment can be used in some states, when such interventions are used, the health care provider should advise the parents about the potential effects of these practices on their child's health, education, and development.…”

Section: Behavioral and Mental Health Issues For Children With Disabimentioning

confidence: 99%

The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs

Lipkin¹,

Okamoto²,

Norwood³

et al. 2015

Pediatrics

135

View full text Add to dashboard Cite

the COUNCIL ON CHILDREN WITH DISABILITIES and COUNCIL ON SCHOOL HEALTH abstract The pediatric health care provider has a critical role in supporting the health and well-being of children and adolescents in all settings, including early intervention (EI), preschool, and school environments. It is estimated that 15% of children in the United States have a disability. The Individuals with Disabilities Education Act entitles every affected child in the United States from infancy to young adulthood to a free appropriate public education through EI and special education services. These services bolster development and learning of children with various disabilities. This clinical report provides the pediatric health care provider with a summary of key components of the most recent version of this law. Guidance is also provided to ensure that every child in need receives the EI and special education services to which he or she is entitled.Pediatric health care providers play a key role as advocates, promoting the well-being of all children in the educational setting as well as in health care. Children with disabilities, currently estimated as 15% of US children, 1 have been entitled to a free appropriate public education (FAPE) since 1975 when the US Congress mandated public special educational services for those with special needs through the Education for All Handicapped Children Act, later renamed the Individuals with Disabilities Education Act (IDEA). 2 IDEA has undergone several reauthorizations and amendments by Congress since its initial adoption, most recently in 2004. This clinical report will review the historic and legal background of this entitlement and will explore the role of the pediatric health care provider in supporting special education services for children in need. It is complemented by other American Academy of Pediatrics (AAP) reports and policy statements addressing related issues in early intervention (EI) and school health. [3][4][5][6][7][8]

show abstract

Maltreatment of Children With Disabilities

Cited by 196 publications

References 32 publications

Health Equity and Children's Rights

Health Equity and Children's Rights

‘I can’t forget’: Experiences of violence and disclosure in the childhoods of disabled women

The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs

Contact Info

Product

Resources

About