The Risk and Prevention of Maltreatment of Children with Disabilities (1 Credit Hour)

Program Summary:  This course explores the prevalence of abuse and neglect among children with disabilities and discusses risk factors and strategies for prevention.

This course is recommended for social workers, counselors, and therapists and is appropriate for beginning and intermediate levels of practice.

Publisher:  Child Welfare Information Gateway

Children’s Bureau

Find the article at:  https://www.freestatesocialwork.com/articles/RiskPreventionofMaltreatmentofChildrenWithDisabilities.pdf

Program Objectives:  To enhance professional practice, values, skills, and knowledge by identifying key issues related to the protection of children with disabilities.

Learning Objectives:  Describe the prevalence of abuse and neglect among children with disabilities.  Identify risk factors.  Identify protective factors.

Review our pre-reading study guide.

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1: According to the US Census Bureau, nearly ______________ of children have a disability (2009).
 
 
 
 
2: According to Child Maltreatment 2009, ____________ of child maltreatment victims had a reported disability (US Department of Health and Human Services, 2010).
 
 
 
 
3: Sullivan and Knutson (2000) found that children with disabilities often experience multiple types of maltreatment and that _____________ is the most common.
 
 
 
 
 
4: Which factor below increases the risk of maltreatment for all children?
 
 
 
 
5: The belief that caregivers would never harm children with disabilities would be an example of a
 
 
 
 
6: A lack of parenting skills, resources, or supports to respond to a child's special needs would be an example of
 
 
 
 
7: Which of the following is an example of a child-related risk factor for maltreatment of children with disabilities?
 
 
 
 
8: Helping others see children with disabilities as valued and unique citizens is an example of ___________ .
 
 
 
9: Organizing parent support groups is an example of ______________.
 
 
 
10: Most researchers now agree that teaching children with disabilities about the risks of abuse and neglect as well as ways to communicate with others can help reduce maltreatment among this population of children.
 
 
11: Maximizing children's communication skills and tools is an example of ______________.
 
 
 
12: Which of the following may help prevent the abuse or neglect of children with disabilities in institutional settings?
 
 
 
 
13: Studies show that children with disabilities do not disclose abuse as frequently as their peers, and when they do, they delay the disclosure for at least  __________ after the abuse occurred (Stalker and McArthur, 2010).
 
 
 
14: Which Federal law guarantees civil rights protections and equal opportunity for individuals with disabilities in public accommodations, employment, transportation, State and local government services, and telecommunications?
 
 
 
 
 
15: Shannon and Tappan (2011) suggest  child protection workers receive training in
 
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

 

Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2021 - 9/6/2024. Social workers completing this course receive 1 continuing education credit.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.