This presentation describes an ecological approach to the transition to adulthood for young adults with disabilities who experience foster care. Recommendations for practice are included.
Investigation into the Causes of Truancy among Public Senior Secondary School...iosrjce
Truancy is one of the problems affecting teaching and learning in our secondary schools these days.
This study investigated the causes of truancy among public senior secondary school students in Azare
metropolis of Bauchi state, Nigeria. Descriptive survey design was used and the sampled was 357 which were
selected from the population of 5,219 by using disproportionate stratified random sampling technique. A
questionnaire was used in the collection of data for this study and simple percentage and frequency were used
in the analysis. The study found out that the causes of truancy emanating from the home of the students include
helping parents in the household work, looking after young children in the house, lack of recognition by the
parents etc. The study also found out that some causes of truancy which emanate from the children include low
intelligence, weak physical health, social and emotional, maladjustment etc. It was also found out that some
causes of truancy emanating from the school include fear of teachers, fear of school activities, difficulties of
school subjects etc. Finally, the study recommended that well trained teachers are to be employed, guidance and
counseling offices and counselors are to be available in schools, conducive atmosphere in schools should be
provided, clubs and societies should be reactivated, sport and recreational activities should be provided and
maintained by the schools.
Siyakha Nentsha. A randomized experiment in KwaZulu-Natal, South Africa to examine how HIV/AIDS education supplemented with financial education and social support impacts upon young women's and young men's economic, health and social capabilities
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Investigation into the Causes of Truancy among Public Senior Secondary School...iosrjce
Truancy is one of the problems affecting teaching and learning in our secondary schools these days.
This study investigated the causes of truancy among public senior secondary school students in Azare
metropolis of Bauchi state, Nigeria. Descriptive survey design was used and the sampled was 357 which were
selected from the population of 5,219 by using disproportionate stratified random sampling technique. A
questionnaire was used in the collection of data for this study and simple percentage and frequency were used
in the analysis. The study found out that the causes of truancy emanating from the home of the students include
helping parents in the household work, looking after young children in the house, lack of recognition by the
parents etc. The study also found out that some causes of truancy which emanate from the children include low
intelligence, weak physical health, social and emotional, maladjustment etc. It was also found out that some
causes of truancy emanating from the school include fear of teachers, fear of school activities, difficulties of
school subjects etc. Finally, the study recommended that well trained teachers are to be employed, guidance and
counseling offices and counselors are to be available in schools, conducive atmosphere in schools should be
provided, clubs and societies should be reactivated, sport and recreational activities should be provided and
maintained by the schools.
Siyakha Nentsha. A randomized experiment in KwaZulu-Natal, South Africa to examine how HIV/AIDS education supplemented with financial education and social support impacts upon young women's and young men's economic, health and social capabilities
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment.
51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
006Child, Family, and Community Relationships Week 3We.docxoswald1horne84988
006:
Child, Family, and Community Relationships
| Week 3
Week 3: Child Care, Schools, and Teaching
"NAEYC's vision in terms of early childhood education is to provide access for all children to a safe and accessible, high-quality early childhood education that includes a developmentally appropriate curriculum; knowledgeable and well-trained program staff and educators; and comprehensive services that support their health, nutrition, and social well-being, in an environment that respects and supports diversity."
—NAEYC Vision Statement
This week, you will explore the impact that early childhood programs can have on young children's development, and how you as a professional may use this understanding to help positively impact children and families you will work with in the future.
Your Action Plan this week combines information you learned from last week's readings with information you will learn this week about responsibilities of early childhood professionals in safeguarding young children. For your third Action Plan, you will identify procedures and strategies for addressing the issue of child maltreatment.
Learning Objectives
Students will:
Identify factors associated with the provision of high-quality care and the role of organizations such as NAEYC and NAFCC in ensuring quality care
Explain the difference between
cultural assimilation
and
cultural pluralism
Identify key responsibilities of early childhood educators in the identification of children with disabilities, the IEP process, and inclusive settings
Discuss the roles and responsibilities of early childhood professionals with regard to fair and equitable interactions with all children
Create an Action Plan focused on identification and intervention issues and strategies with regard to child maltreatment
Photo Credit: Susan Chiang / E+ / Getty Images
Prior Knowledge
Think about a childhood teacher (or teachers) who impacted your life. What memories do you have of this teacher? Why do you think you still remember him or her? What lasting impact would you like to have on the children and families with whom you work as a professional?
No written response is required.
Learning Resources
Required Readings
Berns, R. M. (2016).
Child, family, school, community: Socialization and support
(10th ed.). Stamford, CT: Cengage Learning.
Chapter 5, "Ecology of Nonparental Child Care" (pp. 169-186, read up to "Nonparent Child Care and Socialization Outcomes”; pp. 194-201, read from “Nonparental Child-care Ideaologies and Socialization Practices”)
Chapter 6, "Ecology of the School" (pp. 205-207; pp. 211-216, read from "Diversity and Equity" to "Chronosystem Influences on Schools"; pp. 203–211, read from "Mesosystem Influences on Schools")
Chapter 7, "Ecology of Teaching" (pp. 239-272, read up to “Mesosystem Influences on the Peer Group: Adult-Child Interaction”; pp. 320-325)
Review Chapter 4 (pp. 158-164)
Resources for Action Plan 3
Prevent Child Abuse America
ht.
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Beating the Odds: Why have some children fared well despite growing up in pov...Young Lives Oxford
Young Lives Senior Research Officer Gina Crivello presents on 'Beating the Odds' asking 'Why have some children fared well despite growing up in poverty?' alongside Virginia Morrow at the Global Coalition conference 'Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa' held 23-25 October 2017 in Addis Ababa, Ethiopia
This presentation was part of the Panel "Functionality versus Diagnosis" at the 5th IDPA (International Developmental Pediatrics Association) conference in Johannesburg, South Africa.
The focus of this 1.5 hour webinar will be on the importance of social emotional development and lifelong outcomes for young children with disabilities. Specific topics will include:
1) Research evidence that highlights the importance of healthy and positive relationships between children and their parents and/or caregivers.
a) Cultural, ethnic, racial, and linguistic variations on parent-child interactions and expectations.
b) Considerations for military families (e.g., absence due to deployments, reunification, parenting from afar, etc.)
2) The importance of Family-Centered Practices.
3) Typical relationship struggles between parents/caregivers and children with disabilities.
4) Parent coaching strategies to support parents and caregivers as they develop healthy and positive relationships with their children.
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
The Transition to Adulthood for Young Adults with Disabilities who Experienced Foster Care
1. THE TRANSITION TO ADULTHOOD FOR YOUNG
ADULTS WITH DISABILITIES WHO EXPERIENCED
FOSTER CARE:
AN ECOLOGICAL APPROACH
Email: robin@ lifeeducationtravel.org
Robin Harwick, PhD
2. BACKGROUND
• Approximately 65,000 youth
in out of home care in the US
are between the ages of 16
and 201
• Almost 21,000 young adults
emancipate (or “age out”) of
foster care each year in the
US2
Youth transition abruptly from being supported being
completely on their own
Negative outcomes as
adults3;
underemployment,
low educational
attainment,
homelessness,
early parenthood,
involvement with the
justice system,
and mental health issues.
3. DISABILITY AND FOSTER CARE IN THE US
• 40 - 47% of youth in foster care receive special
education4
• Even lower educational achievement & greater risk of
negative adult outcomes; than peers without
disabilities5
• Primary disability label of Emotional Disturbance6
• Only 16% graduate from High School
• 18 % percent of the youth that left school did so
because they were incarceratedLong term outcomes for youth with disabilities who
experience foster care are worse than their peers who
experience foster care and do not have a disability
4. RESEARCH QUESTIONS
What were the perceived
barriers during transition to
employment or post
secondary education
settings?
What services and supports
helped the most in
overcoming the barriers?
5. METHODS
• Grounded theory approach
• Semi-structured interviews (2x)
• Young adults with disabilities that
experienced foster care
• Focus Group
• Professionals serving the
population under study
“[W]hat could be truer, after
all, than a subject’s own
account of what he or she
has lived through?”
(Scott, 1991)
6. Note: Attention Deficit and Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), Mental Health
(MH), Specific Learning Disability (SLD), Post Traumatic Stress Disorder (PTSD), Bipolar Disorder (BP).
SELF-REPORTED DEMOGRAPHIC
CHARACTERISTICS OF PARTICIPANTS
8. SUMMARY OF FINDINGS
• Emergent themes could be mapped on to an
ecological model
• Barriers encountered or services/supports that
were helpful were identified in all layers of the
model
• For brevity, only major findings within the
exosystem, mesosystem, and microsystem are
outlined in this presentation
• Our model can be useful during transition
planning meetings – to create youth centered
goals and promote interagency collaboration
10. ECOLOGICAL MODEL OF THE TRANSITION TO ADULTHOOD FOR
YOUTH WITH DISABILITIES WHO EXPERIENCE FOSTER CARE
11. SOCIAL STRUCTURES AND LAWS
(EXOSYSTEM) : BARRIERS
“I was just going to give up
on high school, because I
was switching so much.”
~ Sandra
“I knew people paid bills, but I
didn't know how to do it... I
guess my whole like,
independent living/getting ready
for college, nobody had, like,
taught me. It was something that
everybody told me, it was
something I had to do, but
nobody really talked about how
to do it.
~ Mona• Inconsistent and inadequate
ILPs to prepare youth for
adulthood (YA)
• Inadequate service delivery
model for foster care (FG)
• Lack of national high school
graduation requirements (YA)
12. EXOSYSTEM : WHAT HELPED?
• Mental health and disability services
(YA/FG)
• Adult Disability services
• Access to mental health services/counseling
• Systems that provided a “safety net” during
transition (YA/FG)
• Foster care to age 21
• Social welfare programs for homeless
youth
• Specialized university funding for alumni of
foster care
13. MESOSYSTEM (INTERACTIONS*): BARRIERS
• Frequent placement changes (YA/FG)
• Inappropriate disability or mental
health diagnosis (YA/FG)
Somebody put me down as borderline retarded
{laughs} and I'm not, and the school ran with it and I
was like where did this come from? … And they were
like, ‘it's in your file’ and I was like, ‘oh {laughs} that's
great to know,’ because I was in sixth grade…they had
different levels so they were putting me in the lower
end of special ed. ~Mona
* Mesosystem in this model represent both the complex interactions
that occur within the microsystem and between the microsystem and
exosystem
14. MESOSYSTEM: WHAT HELPED?
• Interprofessional Collaboration (YA/FG)
• Coordinated services between and within
systems and programs (YA/FG)
15. COMMUNITY AND SERVICES
(MICROSYSTEM): BARRIERS
• Unstable and/or negative housing experiences
(YA)
• Lack of consistent, positive relationships (YA)
• Lack of highly skilled social workers, special
education teachers, and foster parents (FG)
“You will either learn the way I teach or you are not
going to learn.”
~DD (about a teacher at a new school)
16. MICROSYSTEM: WHAT HELPED?
• Stable and positive
relationships
(YA/FG)
• Participation in post
secondary support
programs for alumni
of foster care (YA)
“…you don’t have to be everything for
me, but gosh, it really helps when I
know what I can expect from you. It is
cool if I can't live with you or leave my
stuff at your place, or if you can't sign a
lease agreement for me. But if I can
come over on Friday nights and that is
our thing and that will be consistent
and maybe a long term thing, then that
is so valuable to me. But please don't
do the thing where you promise me the
world and then a month later you are
out of my life”.
~Frank, director of youth programs
17. IMPLICATIONS FOR PRACTICE
Youth Centered
• Help youth build their capacity
• Self determination
• Opportunities for
developmentally appropriate
risks and failures
Relatedness
Autonomy Competence
18. IMPLICATIONS FOR PRACTICE
Disability and Mental Health Needs
Teach youth what their diagnosis means and
how it may impact them as adults
Teach youth to self-advocate so they can
obtain necessary
accommodations/modifications
Teach youth how to access mental health
and/or disability services
19. IMPLICATIONS FOR PRACTICE
Stability
Facilitate contact with biological
parents (and help youth prepare for
this relationship as an adult)
Prevent school/placement changes
whenever possible
Caregivers need:
Increased knowledge about
disabilities and school/social services
available
Appropriate compensation &
ongoing coaching and training
20. IMPLICATIONS FOR PRACTICE
Build a “Safety Net”
Continue providing services during the
transition to adulthood including –
Mental/physical health care, housing
assistance, and case-management
Connect youth with (or design) post-
secondary programs for alumni of foster
care
A personalized, youth centered approach to case
management is recommended for improving transition
outcomes for youth with disabilities in foster care.
21. IMPLICATIONS FOR PRACTICE
Multiple professionals and/or agencies can help
youth succeed, but only if they ~
DO: Work closely together and communicate
regularly
DO: Help the youth understand the roles of the
other partners
DO NOT: work at cross purposes; duplicate efforts;
or
let the youth fall through the cracks
22. RELEVANT PUBLICATIONS
Harwick, R., Lindstrom, L., & Unruh, D. (2017). In their own words:
Overcoming barriers during the transition to adulthood for youth
with disabilities who experienced foster care. Children and Youth
Services Review. 73, 338-346.
Harwick, R., Tyre, A., Beisse, K. & Thomas, C. (2015). Intervention
targets for youth with disabilities in foster care. School Psychology
Forum. (9)1, 5-20.
Harwick, R., Unruh, D., & Lindstrom, L. (2017). What helps or hinders
the transition to adulthood for youth with disabilities who
experienced foster care? An ecological approach. Manuscript
submitted for publication.
Sigurjónsdóttir,H., Rice, J., & Harwick, R. (2017). Balancing the
scales: custody deprivation and fostering in Iceland. Manuscript
submitted for publication.
23. REFERENCES
1, 2- U.S. Department of Health and Human Services, Administration for Children and Families,
Children's Bureau. (2016). AFCARS report: Preliminary estimates for FY 2015 as of June 2016. Retrieved
from https://www.acf.hhs.gov/sites/default/files/cb/afcarsreport23.pdf.
3- Daining, C., & DePanfilis, D. (2007). Resilience of youth in transition from out-of-home care to
adulthood. Children and Youth Services Review, 29(9), 1158–1178.
4- Geenen, S. J., Powers, L. E., Hogansen, J., & Pittman, J. (2007). Youth with disabilities in foster care:
Developing self-determination within a context of struggle and disempowerment.
Exceptionality: A Special Education Journal, 15(1), 17–30.
5- Quest, A.D, Fullerton, A., Geenen, S., & Powers, L.& The Research Consortium to Increase the
Success of Youth in Foster Care. (2012). Voices of youth in foster care and special education
regarding their educational experiences and transition to adulthood. Children and Youth Services
Review, 34(9), 1604–1615.
6- Smithgall, C., Gladden, R. M., Yang, D. H., & Goerge, R. (2005). Behavior problems and educational
disruptions among children in out-of-home care in Chicago. Chicago: Chapin Hill.
7- Scott, J. W. (1991). The Evidence of Experience. Critical Inquiry, 17(4), 773–797