Newly Listed Children

This country only provides limited information upfront on waiting children.

This country only provides limited information upfront on waiting children.

This country only provides limited information upfront on waiting children.

This country only provides limited information upfront on waiting children.

This country only provides limited information upfront on waiting children.

This country only provides limited information upfront on waiting children.

This country only provides limited information upfront on waiting children.

This country only provides limited information upfront on waiting children.

Videos show Jodie crawling on all 4s, exploring her environment, playing with toys and interacting with orphanage staff.

She is described as a radiant girl. She always has a smile on her face. She observes the games of the children from her group. She likes listening to children’s songs and dances. She rarely cries. Individual attention from an adult brings her happiness.

Yvonne recently turned 11 years old. As a result of her low birth weight (4.8 pounds), a traumatic brain injury, and an early history of malnutrition, she has diagnoses of a mild mental delay, hyperkinetic disturbance of behavior, and delayed speech-language development. Since being placed with a foster family in 2018, however, she has grown both physically and emotionally. Her foster mother describes her as reserved, helpful and intent on getting what she wants. Yvonne attends a local school and is working at a third grade level. She is fearful of new people and new places. She generally will answer questions with one or two words, though those who know her well can understand her mispronunciations when she speaks at greater length. Her foster family and social worker are preparing her for what it means to be adopted.

SN:  Moderate intellectual disability, Asperger’s syndrome, sensory hypersensitivity

Maeve is a six year old girl with moderate intellectual disability and Asperger’s syndrome. She attends a kindergarten where she receives therapy for movement, speech, and autism. She had disorders in speech, balance, and coordination. She gets anxious when on unstable ground. She has been making tremendous improvement lately. Maeve struggles with sensory hypersensitivity. She is capable of building relationships with her peers and caregivers.

Despite being able to communicate verbally, her speech used to be unclear, but lately it has improved tremendously. Recently, she has become more and more independent. Maeve stands out from the rest of the children at the orphanage.

SN: VSD,ASD, epilepsy, optic nerve hypoplasia, hyperopic astigmatism in both eyes.

G is an eight year old boy with Fetal Alcohol Syndrome, which has left him with some dysmorphic facial features and difficulties with problem solving. In difficult situations he resorts to verbal and physical aggression. He enjoys helping out with household activities, specifically in the kitchen. He is visually impaired and has mild intellectual disability. He has been receiving preschool education since last September. He works with a psychologist, speech therapist, and physiotherapist on a daily basis.

G enjoys participating in group activities, but he works better when one-on-one with a therapist. He is capable of focusing for long periods of time on a single activity. When something doesn’t go his way, he can get upset, but with the right motivation he can easily return to his activity. G can’t read, but he can distinguish single letters of the alphabet, and can even copy letters. He can count to twenty. In the future, more focus will be put toward improving his knowledge of the alphabet and helping him manage his emotions.

The girls described as healthy and developmentally on track, but with significant trauma history.

Lilly is a girl without any disabilities. She is healthy and does not take any medication. All she needs is kindness, love, support, and security. Lilly is very emotionally connected with her younger sisters. She is helpful around the orphanage and has established friendships with her peers.

Poppy is an 11 year old girl. Her intellectual development is average. Her IQ is estimated to be between 90 and 108. She is very attentive and observant. She is polite in her interactions with others. Her behavior is typically very good. When she misbehaves, she always apologizes. Her trauma has formed the ways that she responds to stress.

Violet is 7, she has high intelligence, with an estimated IQ between 118 and 130. Her motor development is good. She has high social-emotional competence. She does not have impulsive behaviors

Bless was born in June 2019. She resides in a Home for Medical and Social Care.
Bless was born from a pathological pregnancy, 3rd degree premature, experienced fetal asphyxia and congenital measles infection with subsequent spasticity of the 4 limbs, oral automatisms, severe retardation in neuro-psychic development, blindness as a result of retinopathy of prematurity.

She does not respond to sound signals. She does not blink. She often suffers from respiratory diseases. Bless turns from her back to her stomach and vice versa but prefers to remain in a supine position. From a supine position, she pushes herself up with her legs and shoulders and moves into space. She obliges herself in a passive sitting position in a walker. She has control over her head. She steps on her toes, but there is no support for her legs. The child holds a toy placed by the adult in her hand, puts it in her mouth, but for a short time. Undeveloped impressive and expressive vocabulary. Increased sound sensitivity. Spontaneously utters vocals and guttural sounds. She does not pay attention to her surroundings. The child is fed by an adult. She falls asleep on her own. She is completely dependent on the adult.

He is 1.5 years old with a neurodegenerative disease called Huntington’s. We hope to find a qualified adoptive family to be Scotland parents.

Scotland has a gentle temperment. He lives with a foster family and each morning begins the day by giving a hug and kiss to his foster parents. From there, the day unfolds typically – with all kinds of playing!

Prior to submitting an inquiry to review Scotlands file, we ask you to learn about his genetic disease. The Huntington’s Disease Society of America website can be found here.

Nancy has lived with an experienced foster family since birth. The foster mother was very proactive in getting therapy and services started for Nancy at a very young age. Nancy does not speak, but she understands everything, recognizes people from her immediate environment, laughs with her voice when she likes something. When holding someone’s hand, she can take a few steps. She can crawl and tries to stand up on her own by holding onto a stationary support. She turns easily from back to stomach and vice versa. She sits up and eats from a spoon. 

This little one needs a family to help her reach her full potential. While meeting psychomotor milestones she has other developmental delays.

Diagnoses include severe prematurity, including damage to the central nervous system –
hydrocephalus; a ventriculoperitoneal shunt was implanted. There is a lag in physical and
neuropsychological development.

Archibald cannot walk independently. He moves by pushing when placed in a walker. Stands up on his own and stands on his feet when in his crib. He can get out of bed by himself. He can go around the whole game room. He can sit for about 15-20 minutes. In terms of fine motor skills, he can pick up a toy himself if it is nearby; he plays for a long time and prefers to manipulate with his left hand. If the toy is at a distance, he tries to reach it. He likes musical toys. He recognizes adults. He has a good emotional tone, he enjoys contact with adults he knows; he loves when they praise him. He gets angry if his toy is taken away and tries to keep it in his possession. Archibald cannot speak but he makes long sounds. In interpersonal relationships he shows preferences for certain adults and initiates contact with them. He plays with toys. The child doesn’t have independent household hygiene habits. He is calm when changing and bathing, as well as in his sleep. Archibald does not take an afternoon nap, he eats everything. He is very stubborn and when he decides that he wants to pick up an object, no matter how heavy and large, he does his best. He still uses a diaper, potty several times a day. His sleep at night is
peaceful. He has daily kinesitherapy and sessions with a teacher. He is followed by a
neurosurgeon.

Maleah is described as kind and sweet. Maleah has been in and out school due to inconsistent placements. She is excited to learn and share what she understands such as addition. She’s entered the teenage years and is excited to share her opinions.

Single mothers are encouraged to apply for her! Agency staff met beautiful Maleah in February of 2023. Our staff who met her believe she would do best in a home with older children or no children. The agency encourages interested families to contact them, for additional information.

He has a medical diagnosis of Cystic Fibrosis and is behind in all areas of development. Gabe was recently placed in a foster home, and the one-on-one attention combined with proper nutrition has helped him make gains in all areas. He is presently non-verbal and does not yet walk independently. Gabe needs a family of his own and access to the therapies that will help him develop to his full potential.

A female child with a proven genetic neurodegenerative disease – pyruvate dehydrogenase deficiency (identified homozygous for mutation p.R446* (c.1291C>T).  She was born from the 15 th pregnancy, 12 th birth. . On the second day after birth, transferred to the intensive care unit due to hyperexcitability, hypertonus of the limbs, with convulsive equivalents. With evidence of respiratory distress syndrome and metabolic acidosis. Held oxygen therapy for 5 days. A delay in the NPR was found, mainly in the motor development, with axial hypotonia and hypertonia of the limbs, combined with lactatemia. Submitted material for genetic testing and metabolic screening.Abdominal ultrasound: Pyelectasis (mild) of the left kidney. with microcephaly, developmental delay, tonus changes, elevated lactate and proven pyruvate dehydrogenase deficiency (identified homozygous for mutation p.R446* (c.1291C>T). At the age of 1, a severe retardation in the NPR with quadripyramidal syndrome and microcephaly was formed. Currently, the child has no apparent epileptic seizures, and the EEG shows no epileptiform changes. Remedial nutrition with KetoCal is recommended; reduction of carbohydrate intake. A new hospitalization is forthcoming to start a ketogenic diet with KetoCal.

Precious Toby was born with Down Syndrome but is currently physically healthy. He attends occupational therapy and speech and language therapy to improve his gross motor and communication skills. Toby’s level of adaptive functioning suggests deficits in expressive communication, daily living skills, socialization, and coping skills. At his care center, Toby can perform simple tasks such as setting the table, filling glasses with water, and eating independently with little spillage. He participates during outreach activities and loves being cuddled. Toby can communicate via gestures and facial expressions. We can’t wait to see who Toby’s forever family will be!

Woodrow can sit up independently and will sometimes kneel as well. He occasionally bears weight on his feet, but cannot put his feet completely flat and because his ankles are so tight. He would need surgery before being able to do so. Woodrow doesn’t really scoot or crawl, but he can still make his way across a room by rolling and wiggling.

Woodrow loves to eat and gets quite upset if meal time is late. He doesn’t self feed, but eats pureed food by mouth. It can be a messy affair, but he is quite satisfied when he is done. Woodrow drinks some with a sippy cup or water bottle, but also likes to drink from a regular cup if he is feeling particularly thirsty.

Woodrow is not a fan of bath time and tends to move around a lot as he tries to keep his caregiver from bathing him, particularly his face and head. He is very picky about people touching his head – sometimes he likes a good head massage and other times he will duck away from anyone who tries to touch his head at all. He also does not like anyone touching his face, especially to try and wipe it off after a meal or to brush his teeth. The one exception he sometimes makes is for his caregiver to kiss his cheeks and neck, which he occasionally greets with a big smile.

In the past, Woodrow would often cry and thrash inconsolably for long periods at a time no matter what his caregivers tried. Some changes with medications have helped him drastically. He still does not sleep on a regular schedule, but if he’s awake during the night, he is generally calm, sometimes quiet and sometimes “talking” with his little noises.

Woodrow really likes his feet and will often clap them together. He also uses his feet to protect his head which he hits repeatedly for sensory input. Woodrow does not do a lot of purposeful movement with his hands, but often wrings them.

Woodrow goes to physical therapy and attends a special education class every day. He likes to be pushed around in his wheelchair and enjoys going in the swing.

Woodrow is a ticklish guy and will often reward tickles with a smile. While he is not generally a cuddler, he sometimes enjoys being held and cuddled and will lean in to relax.

Progress with Woodrow has been slow, but he is learning and responding. We continue to pray that he would know that he is safe, loved and treasured. We also pray that a brave and bold family would step forward to pursue his adoption. He is worth it.

This sweet, three-year-old boy has a long list of special needs – Spastic cerebral palsy. Other and unspecified seizures. Congenital laryngeal stridor. Tracheostomy. DNA analysis – homozygosity of UFM1 gene. Feeding via NG tube only. Yes, Isaac needs full care and always will, but he also needs a family to provide that care and the love that every child deserves. Is he your precious son?

Saber is a sweet little boy.  His main diagnoses/conditions are:  epilepsy – grand mal seizures. Infantile cerebral palsy – spastic quadriparesis, severe degree; ROP; cataract in the left eye – condition following surgical treatment; brain cysts; hypotrophy; mixed specific disorders of the psychological development; severely impaired general condition, with severe delay in all areas of development. He is fed via nasogastric tube. He needs constant care, active monitoring by a pediatric neurologist, an ophthalmologist and a physiotherapist.

Sweet Saber truly deserves a wonderful family!  He expresses emotional conditions through mimics. He understands when an adult is in the room and he looks for him with his gaze. He smiles when someone speaks to him or when he is jested. He does not interact with other children, but individual attention by an adult brings him pleasure which he expresses through smiling.

Please help us find this smiley little boy his forever family!

Nilo resides in a professional foster family. She has a congenital absence of her right forearm. Nilo is educated according to the Individual Study Plans of Students with a lower degree of complexity than the educational minimum for the calendar age, tailored to her individual needs. At a moderate pace, with individual help and guidance from the
teacher, she acquires knowledge, skills and competences foreseen in the individual curriculum for each subject of the individual curriculum. The girl distinguishes between the categories of good and bad, she knows generally accepted rules of behavior in social communication. She defines and expresses own desires and needs in words.

Nilo has diverse interests.

Nilo experiences attachment to children and therapists. She is sad when separated from someone. She seeks contact with adults, classmates and older students and engages in joint activities with them, she participates in role-playing games. She has mastered the social role of a student and classmate. Nilo helps her classmates when she sees that they are having a hard time. The comfort zone is the classroom and Montessori room.

The child communicates verbally, expresses wishes, and is often persistent about them, especially about things that spark her interest. When asked a question, she needs time to think about it and reproduce an answer; she constantly asks questions and seeks approval. The answer is not always adequate to the situation. She doesn’t always
understand the meaning of what was said and the execution of a relevant instruction.

Nilo likes a variety of toys, and she possesses different ones. She can play with other children and is cooperative, she shares her belongings. Nilo has developed self-service skills and readiness for academic work. She has established hygiene habits. She eats independently; dresses and undresses; unfastens and fastens; puts on and takes off shoes; she knows the parts of clothing. She can’t tie shoelaces.

She can say that she is in a foster family and that the foster mother raised her. The girl partially understands that foster care is temporary. She listens and accepts information related to the possibility of being adopted and meets potential adoptive parents, but still, she cannot imagine living in a different place.

Felicity, Kayla, and Yuki are two sisters and a brother in need of a family. They live in a group home for children without disabilities.

Felicity was born in December 2009. The dominant emotions are the positive ones. She demonstrates active social behavior. Sometimes she still demonstrates weaker control of emotions. When frustrated, she reacts with irritation. There is no data for anxiety, depression, or aggression. She is doing well with the maternal language. There are some minimal grammar mistakes. She is able to lead and maintain dialog. She can express sequentially and logically her thoughts and feelings. She is able to express emotions though non-verbal communication. She demonstrates positive self-evaluation. She has the typical characteristics of an extrovert. She enjoys watching TV, drawing, playing computer games as well as playing outside. She is oriented in the behavior of the children and the adults within society. She can attune her behavior towards the requirements of the situation. She participates in games and in the communication of her peers. She is mostly taking the central role. She does not step back from her goals easily. During the school year 2022/2023 she graduated from eighth grade, a class with professional profile. Considering the neglect in her birth family she has some gaps in the knowledge which are expected for her age. At school she works with a resource teacher. She has self-serving skills. She has habits for maintaining personal and environmental hygiene. She has skills to participate in collectively organized household tasks. She wants to be adopted.

Kayla was born in December 2012. She is an emotional child. She does not demonstrate aggression. She is empathic towards the problems of the other kids. She is eager to help her peers if they need it. She is doing well with the maternal language. There are some minimal grammar mistakes. She is able to lead and maintain dialog. She can express sequentially and logically her thoughts and feelings. She can express emotions though non-verbal communication. She is building a positive self-evaluation. She has the typical for her age curiosity and she demonstrates characteristics of an extrovert. She enjoys watching cartoons, drawing, playing board games and computer games as well as playing outside. She is oriented in the behavior of the children and the adults within society. She can attune her behavior towards the requirements of the situation. She is adjusting well in the group of her peers. She participates with big interest in all organized games and events. She can step back from her own goals and actions in line with those of her peers. She can wait for her turn to come. Considering the neglect in her birth family she has some gaps in the knowledge which are expected for her age. She is able to read and write under dictation. She makes minimal mistakes. She is well oriented into her school. During the school year 2022/2023 she graduated from fourth grade. She has self-serving skills. She has habits for maintaining personal and environmental hygiene. She wants to be adopted.

Yuki was born in February 2011. In December 2012, Yuki was a victim in a road accident and suffered a right lower leg fracture. Considering the changes that happened in his life, the adjustment process into the residential facility and in school went with some challenges. In November 2022 he was consulted with pediatric psychiatrist who put the diagnosis for “Other mixed behavior and emotional disorders”. His condition is being followed and therapy may be prescribed as well as work with psychologist. Now he is calm, he is acting with respect towards peers and adults. He observes the rules. With desire he performs all the given tasks in school and in the residential center. The speech and the language skills are well-developed. He was raised in a bilingual environment where d both Bulgarian and Turkish language. He can lead and maintain dialog and he provides enough verbal information. During conversation he communicates freely, he enters contact easily. He is able to express emotions though non-verbal communication. He demonstrates positive self-evaluation. He has the typical characteristics of an extrovert. He enjoys playing on the computer, playing soccer and going for walks outside. With desire he participates in the group activities. He performs the tasks according to his abilities. He likes being praised and to feel helpful, to be in the center of the attention. He is oriented in the behavior of the children and the adults within the society. He can adjust to new conditions. When disappointed he reacts emotionally. He participates in the games of his peers. Not always able to adjust his goals and actions around those of his partners in the game and he may react emotionally and enters into conflict. He finds challenges accepting the failures. During the school year 2022/2023 he graduated from sixth grade, a class with a profile in boxing. He works with a resource teacher there, After the incident he had he has been educating remotely. He is doing well and within the timeframe. He has self-serving skills. He has hygiene habits, but he needs to be reminded. He participates with desire in the activities related to maintaining environmental hygiene. He wants to be adopted.

There is a grant of 7800 euros toward foreign fees (with the agency) and this specific adoption agency will assist with applying for more.

The brothers have been in foster care for many years now and they are such great kids. They want to have a family and to be together as brothers. Next year, because the older one will become 14 in the summer, they will have to move to another town because of his school. There are no options for foster families there and they will have to go to an institution. The social worker is very hopeful this won’t need to happen and that they will be adopted instead.

IRIO – He is social and communicative. He easily makes new friends. In most cases his relationships with the children and the adults are good. According to the foster parents, he communicates well with the children and the adults. They describe him as a well-mannered child, who can assess different situations and adjust his behavior with them. He is aware that there are many social roles in society, which warrant a certain behavior. He participates adequately in the games of his peers. He can follow the instructions and the rules. He prefers games with physical activity, but he can participate in some role plays, too, and symbolic games (he gets into the role of a policeman or a criminal). He seeks the attention of the other children. He enjoys drawing, riding his bicycle, and games with a ball and other sport games. He only likes to be alone if he is using the computer. He fits in well among his peers.

HAMILTON – The boy is calm, observant, and curious about the surrounding world. He is attached to his brother, who is placed in the same foster family. Together they take care of each other, communicate, and play. He talks about his biological family calmly and talks about how they used to live. He did not like the conditions in his home then. He is attached to the foster family, their children, and their grandchild. It is hard for him to accept the pain of others and is always ready to help. When in conflict situations he defends his opinion, he is stubborn. He follows the rules at home and at school. He sometimes presents himself with stubbornness, but he does not argue and is not aggressive. He has an idea of good and bad, and for punishment and justice. He shares his experiences with the foster family and respects them. In his free time, he enjoys watching movies, listening to music, and dancing.

Precious Alisa was born with Down syndrome. Alisa is enrolled in a special education class. She knows how to write her first name, but not her surname. She is currently learning how to color and to trace letters and numbers. Her language skills are improving daily, and she is adept in letting you know what she wants and what she needs. She can also say some of the other children’s names and some names of the houseparents as well. She loves to engage in conversations using gestures but mumbles most words. Some of the staff used primary sign language to communicate with her while talking to help her learn. Alisa shows affection by hugging, rubbing faces, playing with her, and leaning towards the person. She is a sociable child and wants to show her love through service and physical touch. She cheerfully greets or talks to the staff to tell them that she has arrived from school. Alisa loves it when she can help set the table during meal times. During free days at the agency, she spends her time writing, doodling, or playing at the play park. She also tags along with her houseparents to do some chores. Among the activities she is being taught to do include putting on her clothes by herself, scrubbing herself during bath time, and washing her underwear after she showers. Alisa goes to the comfort room alone, but still needs assistance cleaning herself. She feeds herself during meal times, and she fixes her bed and shoes once she is given instructions. In the home, she participates in the devotions and appears to enjoy worshipping as she closes her eyes. She raises and waives her hands while she follows the tune and hums to the songs. Alisa has been in the home for more than two years. She has occupational therapy sessions and home-based activities are being carried out to help her to be fully functional. Her agency recommends her to be matched to a family for her best welfare and interest. They believe that Alisa will be a wonderful daughter to her future forever family!

There is a $1,500 agency fee reduction for Alisa’s adoption with a specific adoption agency. Additional agency fee reductions may be available from this agency, as well, based on the adoptive family’s circumstances.

Axel has been assessed to have atypical autism against the background of a mild degree initial mental disability. Satisfactory general state of health. Ali understands and follows simple instructions. He imitates speech. He communicates non-verbally by pointing at things. He enjoys in his own way activities such as making things from playdough or clay. He does not get involved in the play and activities of the children in the group. Ali seeks contact with adults and peers in his own way by slapping or by caressing their heads. His play doesn’t match his age. Ali shows no interest in toys or blocks. He prefers to look at pictures and to watch educational videogames with animals. He prefers to do something alone. He likes being alone and does not seek attention. In the 2021/2022 school year Axel studied in the first grade at the elementary school in the town. He has a resource teacher as additional support. He studies under an individual plan for his education. His self-service skills are partially formed. He can eat on his own and prefers to eat with his hands. He needs support and care.

Walt  has been diagnosed with autism and developmental delays. He is nonverbal, does not engage with peers, and prefers to play with rotating, round objects. Walt does not show aggression and expresses warmth toward others on his own initiative. He likes to receive hugs from his foster parent.

Miriam was born at 28 weeks gestation in early December 2007 in an emergency birth after a placental abruption. She spent five months in the hospital, then lived with her birth family for nine months before entering state care in February 2009. Miriam has been diagnosed with cerebral palsy, affecting primarily the left part of her body, and a glioependymal cyst. She takes medication to address anxiety. Her development is delayed.

After complex surgical intervention, Miriam walks independently and can go up and down stairs while holding on to a railing and sits without support. She uses primarily her right hand and is independently able to eat with utensils, drink from a cup, brush her teeth and use the restroom. She requires assistance with bathing. Miriam is well oriented in the spaces, routines and among the people of her group home. She is emotionally stable but likes to be the center of attention and may show jealousy when other children are prioritized. Although she appears to have an unspecified speech/articulation disorder, Miriam is able to communicate verbally, constantly and curiously asks questions, and can participate in dialogues.

Miriam attends an auxiliary school and says she cannot imagine her life without the opportunity for education.  Her academic knowledge is on a preschool level: she can count to 20 and name all the letters of the alphabet as well as identify colors and everyday objects.  She works with more focus in a one on one setting but can get overwhelmed when tasks are too demanding. She needs many repetitions to acquire new skills. Miriam’s thinking is concrete and situational and her greatest delays are cognitive.

Miriam is friendly, sociable and trusting. She interacts preferably with adults, but also establishes warm connections with peers and joins group activities. Although she is reported to be selective with her relationships, she is well attached to her social worker. She likes to listen to music, play games, and spend time with the group home’s parakeets and yard dog.  Through the services of a non-profit organization, Miriam has the opportunity to go swimming and indoor rock climbing both of which she enjoys very much.

Miriam’s social worker and family therapist note that Miriam is willing to learn new things and would make continued and noticeable progress in a family that can offer her more appropriate interventions and individualized resources as well as a warm and loving home.  Seven years ago, Miriam experienced a disrupted adoption procedure, but her care team believes now that she is more mature, she would understand better the meaning and benefits of adoption and would seriously consider a family interested in making her their daughter.

 

Miriam has waited for a forever family for over eight years. A family interested in adopting Miriam must file their I-800A with USCIS before her 16th birthday in early December.

Jorrell favorites include playing with building blocks, toy cars, and reading storybooks – especially fairy tales and detective stories! Jorrell is inquisitive and loves to explorer.

Jorrell lives in a children’s home with 9 other children of similar age. He attends elementary school and is an eager learner. Jorrell is a helper by nature, and is one of the first to volunteer to assist his teacher and always wants to take care of younger children that he lives with.

Jorrell has a diagnosis of suspected absence seizures and suspected Tourette Syndrome, with developmental delays.

Jemma is outgoing, enjoys meeting new people and exploring new environments. Some of her favorite activities include, putting together jigsaw puzzles, listening to music while singing and dancing, riding her kick scooter, and riding her bicycle. When she is not engaged in physical activities, she enjoys watching cartoons, with Pippa Pig and Doraemon being her favorites! 

Jemma has a diagnosis of epilepsy, hypotension, cataracts, and has moderate developmental delays. Jemma attends special education classes and has a good relationship with her teacher. She can recognize several Chinese characters and can write her own name. She enjoys helping her teacher and receiving praise for her work. During the summer of 2021, Jemma participated in a 3 day camp.  Her favorite activities were baking, sewing and physical games. By the end of her experience, she was able to share her feelings with a few words.

Sable is an energetic and strong willed 5 year old boy who loves outdoor activities, playing with robots, puzzles and watching movies! Sable said he would like to become a policeman when he grows up.

Sable is not shy! He enjoys interacting with new people and likes playing in groups. His foster father said Sable “feels especially loved when there are more people interacting with him.”

Sable resides in a foster home and has a 2 year old foster sister. He has a close bond with his foster parents and often expresses his affection to them.

Sable has developmental delays and suspected ADHD. He attends occupational and speech therapy. During a recent visit with his social worker, Sable demonstrated his ability to string beads together, stack blocks and draw with a pencil. His articulation and pronunciation have improved, and he is able to clearly express himself. Sable also attends group therapy to help improve his interpersonal skills.

She resides in a family-type home for children with disabilities. Ivory is enrolled in the Center for Special Educational Needs. During the academic year 2022/2023 she was a student in the sixth grade. The educational activities are based on an individual program and are conducted on site at the family-type home for children with disabilities by a resource teacher. She is also enrolled in a half-day service at a Day Center for the support of children with severe multiple disabilities. She works with a speech therapist, psychologist, rehabilitator, etc. She knows how to write letters and numbers, having previously repeated them by outline.

Ivory walks steadily alone. She goes up and down the stairs by herself, tapping the banister. She is mobile – she runs, climbs, and jumps. She has developed fine motor skills. Manipulates objects as intended. She knows how to braid, string beads, etc. Her movements are careful. Can arrange puzzles, constructor sets, and mosaic. Flips through books, turning the pages slowly and carefully. She holds a pencil with a proper grip, colors slowly, trying not to go beyond the outline of the picture. The intellectual level is lower than normal for her age. She understands the information she is given, but it needs to be presented in short and simple sentences. The imagination is developed. Her speech consists of simple sentences that are difficult to understand.

She is mostly calm. She has imitative behavior. She can be persuaded by words. Accepts contact from adults – acquaintances, behaves reserved towards strangers. At times, she is insecure in unfamiliar situations, but she adapts relatively quickly. Unease is mainly expressed in hand-biting, plucking, and shouting. She is a calm and radiant child. She is adaptive, sociable, and willing to play with children. She likes to help with housework, very often showing childish stubbornness when refused by an adult. Ivory likes to play with stuffed toys and do hair. She has favorite animations and shows that she follows with interest. When the weather is right, she likes to swing on the swing in the yard. She likes to dance. She prefers to do mostly puzzles. She often plays with mosaics or colors.

She eats slowly, neatly, and independently. She can drink by herself from a cup and a bottle. She can wash her body and hair, but still needs adult supervision and assistance. Ivory can dress and undress herself and folds and arranges her clothes. She can tie her shoes. Ivory still does not know how to choose her clothes according to the season and coordinate them by color. She can wash her face and teeth by herself, but still needs the support of an adult. She can wash her hands on her own with minimal help. In the evening, she falls asleep alone and her sleep is peaceful. She controls her physiological needs.

Ivory wants to be adopted.

He resides in a family-type home for children with disabilities. Until the age of 8 years, he was raised in a family environment, with evidence of physical aggression against the boy by the stepfather. He has had multiple changes of foster families. Maddox has moderate mental delays.

To some extent, he maintains friendships. He wants to impose himself on the other children. Seeks encouragement and approval. Responds to praise and scolding. Sometimes he imposes his wishes, and when he is not satisfied, he shows aggression. In general, good integration in the team, good communication skills. Irritable at times. Follows verbal instructions and briefly answers questions. Makes eye contact. He also enters into verbal contact, but is poorly informed, quickly diverts the topic to something interesting for him. When asked a question, he answers shortly after a certain time. He understands the speech of others. Maddox often talks too much, at a slow pace, unable to listen during a conversation. In communication and communication with other children, Maddox experiences difficulties. He does not have well-developed skills for observing order and discipline. Involves and participates in the life of the family-type home for children with disabilities and beyond – celebrations, theater and concert visits, walks, excursions, camps, sports events, etc.

He likes to participate in various role-playing games. He has difficulties in communicating and interacting with other children. Prefers to dominate other children. He lacks the skills to play with them. Irritable at times. When he is restless, his behavior is slightly provocative. Has a tendency to get annoyed with children. When he is calm, he prefers to play with toys by himself. He likes to draw while explaining what he is doing at the moment. He likes
watching cartoons.

In the 2022/2023 school year, Maddox is a 7th grade student. He studies in a mass class with a resource teacher for children with special educational needs. He has a positive attitude towards the learning activity. Can write the letters he knows – printed and handwritten. The child has many gaps and lags behind in his educational level, according to
his individual skills and abilities. He loves to draw and is quite good at it. He has not mastered the minimum knowledge for his age, he cannot read. He attends two centers for accompanying social services – psychological support and social rehabilitation and speech therapy.

Maddox has developed elementary hygiene habits – he washes his hands, face, teeth, bathes with help. Performs daily household activities under instructions but needs reminders and control. Works willingly, but sometimes does not comply with instructions. Maddox does not have an opinion about adoption.

The agency has additional information and actual photos of Marlee (the image here is a stock image provided by the agency).

Sweet Marlee is just 20-months old and because of her diagnoses (cerebral palsy, microcephaly, oromotor dystonia) she is unable to find an adoptive family within her country. Marlee is currently living in an institution and her caregivers report that she is making great progress. She is now sitting unsupported, clapping her hands, grabbing toys and vocalizing. With the love and commitment of an adoptive family along with the resources for support that are available in the United States, Marlee would have a chance to develop to her full potential.

Also, because of some unique legal circumstances in Marlee’s case, travel timelines in country for completing the adoption are expected to be significantly reduced.

Jean likes to doodle with crayons and play with building blocks! Those who know her describe Jean as lively and not shy around strangers. Jean will take the initiative to approach unfamiliar children and play with them.

Jean has epilepsy and right hemiparetic cerebral palsy diagnoses with global delays. Jean attends weekly PT, OT and speech therapy sessions. She has made progress with her speech and can now imitate saying “no no”, “bye bye”, “yes”, and “thank you”! Jean is enrolled in preschool and attends special education classes.

Jean has a biological brother who is being adopted separately.

Nikki is very social, bright and intelligent girl. She is able to express verbally her emotions, interests, concerns and ideas and she is very well-spoken and has a rich vocabulary. She shared that her favorite subjects at school are physical education and English. She shared that she enjoys being around friends and she has many of them both at school and in her group home. She is not a conflict person and she starts every conversation and interaction with very positive intentions.

She shared that her passion is currently drama performances and classes and she has already some experience playing on stage at the local theaters. Nikki says that if she has to choose she would prefer the stage rather than playing in a movie because she likes to have interaction with the audience. However she has a favorite movie and it's a movie which she admits she watched like hundreds of time – Titanic. She shared that she likes Leonardo Di Caprio and Angelina Jolie as actors.

Nikki seems to be one very sensitive and romantic soul, she enjoys more peaceful activities, she likes the rain and she admits that some movies make her cry. However she does not spare any smiles and she loves to smile and have fun with her friends. Nikki likes the colors black, red and purple, she said that pink is definitely not a favorite color. She said that she is not a picky eater and she likes all kinds of food. She shared that she does not like lamb meat. Nikki enjoys the music of the singer Arianna Grande and she dreams to visit Paris one day.

Nikki's hope is that she will have a family. She was adopted years ago through the national adoption process but her parents seemed to be much older and at the end they saw that they feel much more comfortable without having a child at home, they had a hard time creating emotional bond with her and they disrupted the adoption after four years. Nikki seems to have processed the trauma from that separation and she now realizes that what happened maybe was in her interest as she felt undesired in their home.

Since 2021 she is in the current group home and she is now looking in the future and the possibility to have a new family. She said that it does not bother her if the family is from another country even though she admits she will feel sad for leaving her friends and the people who take care for her now.

When asked about how she is imagining her family, she said that she wants they to be good people and to treat her well. She is ok with both having other siblings or not. Nikki shared that she loves animals ( her favorite is a cat) and she would like her family to like animals too. Nikki believes that you can tell a lot about the people just watching them how they act and interact around animals and that it is always a good person the one who admits that likes animals.

We have a video of Demi which shows her happy, responsive, and hopeful disposition and her great desire to have a family. Ask to see it!

Demi has resided in a group home for 4 years. Her case was stuck in the system, and she was just recently registered for adoption. She gets along well with peers and adults. She can be a leader. She has good self-awareness and positive self-esteem. She is honest and able to admit her mistakes. She has no anxiety or depression.

She loves to dance, participate in role plays, symbolic games and art activities and she has the required skills and desire. Due to not having early academic exposure, Demi is a student in sixth grade. Her knowledge, skills, and competencies do not correspond to the expected at this grade and she is enrolled in resource teaching. Bulgarian is her second language. She has a good attitude in school though.

She is independent, she has good hygiene habits and skills for self-serving. Demi is prepared for the adoption procedure, she is positive about it, she is seeking future with good living conditions, where her needs will be met, she will feel secure, she will feel love and to be part of something, she will experience respect, and she will be able to assert herself as a person.