This article applies the findings of previous research by the author and others to the management of preschool-aged maltreated children in the classroom. Such children are common in both regular and special education classrooms. Depending upon the type of maltreating home environment that they have experienced, they may be expected to display one of several patterns of atypical development and to need specialized intervention. The several types of home environments are described, as are the associated patterns of child development. Recommendations are offered regarding the social and academic needs of the children and the management of their problems in the classroom.
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