Abstract
The purposes of this study were to explore the academic, behavioral, and emotional performances of foster children with disabilities in Taiwan. A purposive sampling strategy was applied and 47 school age foster children with disabilities were evaluated using teachers’ report cards and BERS. Results showed that 83% of these children's academic achievement ranked in the lower 50% of their grade levels, and more than half ranked in the lowest 25% in their schools. These children had low scores in BERS “intrapersonal strengths” and “school functioning” subscales. It is recommended that child protective social workers and foster parents collaborate with special education programs in schools to enhance and strengthen these children's learning.
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