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Abstract Teachers often have no preparation for handling the questions and conversations that arise in the classroom when discussing literature having adoption or foster care themes. Instead of relying on personal experiences or stereotypes portrayed through the media, teachers are advised to understand the developmental tasks of children from families formed through adoption or foster care. In addition, teachers can use sensitive classroom language and safe options for enrichment or extension assignments whenever using children's literature about adoption or foster care. Finally, teachers must also be prepared to interpret for children the historical context of adoption and foster care in the literature under study. Guidelines are offered to help teachers select and discuss literature about this type of diverse modern family structure.
Ruth Lyn Meese (2012) studied this question.