Navigating Rough Waters: Addressing the Transition Needs of Foster Youth with Disabilities in School

Navigating Rough Waters: Navigating Rough Waters: Addressing the Addressing the

Transition Needs of Transition Needs of Foster Youth with Disabilities Foster Youth with Disabilities

in Schoolin School

Cheryl A. Theis, DirectorFoster Youth with Disabilities

in Transition (FYDT) Clearinghouse Project

May 4th, 2009

ABOUT DREDFABOUT DREDF• Who we are:

Founded in 1979, DREDF is a leading national civil rights law and policy center directed by individuals with disabilities and parents who have children with disabilities.

• Our MissionTo advance the civil and human rights of people with disabilities through legal advocacy, training, education, public policy and legislative development.

• Our VisionA just world where all people, with and without disabilities, live full and independent lives free of discrimination.

The FYDT Project:The FYDT Project:

Foster Youth with Disabilities in Transition Clearinghouse is: • a unique project focused on raising awareness and improving outcomes for this vulnerable population in California.

• funded by the CA Department of Rehabilitation


FYDT seeks to identify:• Systemic challenges and barriers that prevent access to necessary services, supports, and legal

protections, and/or that interfere with a young person’s ability to benefit from them;

AND

• Agencies, Community based efforts, Interventions, Support Strategies, Legislative efforts that address these.

Key Activities: • Trainings to stakeholders in foster care,

disability and education on appropriate Youth Centered Planning

• Technical assistance• Information Dissemination:

Materials & Resources linked to DREDF website- Key agencies and supports links- Model documents, sample letters, IEP’s & 504 Plans- Advocacy information- Existing training and post secondary programs - Financial aid information- Disability specific links- Child Welfare specific links- Links to legal rights, education and policy briefs- Links to current legislative efforts


Current State of Affairs:Current State of Affairs: Barriers to Success Barriers to Success for Foster Youth for Foster Youth

WHAT WE KNOW:• Children who have consistent, knowledgeable

advocates are most likely to receive appropriate services and supports.

• Almost HALF of Foster Youth have identified special education needs, a number that is probably LOW.

• Involved, committed parents often struggle to navigate the special education system and secure effective individualized plans for their children…

Foster Youth with Disabilities Foster Youth with Disabilities face unique & daunting face unique & daunting

challengeschallenges

…WHAT WE KNOW:• Foster Youth often have no such advocate.

• Foster Youth may experience multiple changes in placement and support relationships.

• Problems in school and lack of appropriate intervention and support not only impact educational success — they “blow up” placement and prevent permanency and success for many youth.

Foster Youth with Disabilities Foster Youth with Disabilities face unique & daunting face unique & daunting

challengeschallenges

Key Principles of IDEA: Key Principles of IDEA: FAPE, IEP and LREFAPE, IEP and LRE

SPECIAL EDUCATION IS NOT A PLACE!• It is a METHOD through which an eligible student

age 3 up to 22 is provided with a Free and Appropriate Public Education (FAPE) individualized to his/her unique needs in the Least Restrictive Environment (LRE).

• FAPE is provided through an Individualized Education Plan (IEP) of specialized instruction, services and supports based on a student’s individual needs that includes placement considerations.

ONE SIZE DOES NOT FIT ALL!KEY to addressing disproportionality concerns.

Special Education is about Special Education is about Inclusion, not SegregationInclusion, not Segregation

• Start with the classroom and school every other child in the district of same age and locality might attend. Consider how to specialize education there first with supports and services.

• Consider other options ONLY if this placement cannot meet students needs given the supports.

• Cost of services and supports may not limit consideration of supports necessary to inclusion.

• Living in a group home does not make that the appropriate placement!

How does the Law define How does the Law define Transition Services?Transition Services?

“Transition Services” in IDEA means a coordinated set of activities for a child with a disability that is: • Designed as a measurable, results-oriented process.• Focused on improving the academic and functional achievement to facilitate the child’s movement from school to post-school activities. • Based on the individual child’s needs, taking into account child’s strengths, preferences, & interests.• Comprehensive and includes instruction, related services, community experiences, employment development and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

Despite Good Intentions:Despite Good Intentions:the System can be the the System can be the

PROBLEMPROBLEM• Children in Foster Care often experience

numerous changes in placement and schools.

This leads to loss of relationships, credits, and delays in enrollment and academic progress.

• Lines of responsibility and accountability are unclear.

• Schools & Child Welfare Agencies do not coordinate efforts or share information.

A particular school or teacher may not know that

a child is in Foster Care. The court may not know that a child is struggling in school.

In the San Francisco Bay Area, 68% of school age children in Foster Care who were reviewed were identified as having special needs.

Yet only 36% were receiving Special Education services.

Child Find / Identification IssuesChild Find / Identification Issues

• Foster Youth come into care because of significant difficulties likely to result in emotional, behavioral or learning difficulties.

• Foster Youth are often not referred for special education eligibility assessment, or are assessed ONLY after the situation escalates into a crisis.

• There are strong systemic disincentives to qualify older Youth for services. Yet without identification, no access to Transition Planning or extended participation in school up to age 22 is possible for this population with the weakest social safety net…


• Lack of an Effective Advocate may limit Procedural Safeguards, such as: Independent assessments by specialized evaluators (behaviorists, neuropsychologists, developmental pediatricians, etc.) that could ultimately identify a child with a disability.

• Children who are NOT identified often continue to struggle. They are more likely to: - be retained- leave school prematurely, or - be subject to expulsion if learning challenges play out behaviorally…


Child Find / Identification IssuesChild Find / Identification IssuesEVERY TIME A CHILD:

• Is moved into a more restrictive setting, • Experiences a change in placement because of unmet disability needs, • Is punished for a problem he or she has no tools

to handle,• Does not receive the support & care needed to succeed,

THAT CHILD EXPERIENCES ANOTHER FAILURE AND LOSS

REPEATED OCCURRENCES MAY ULTIMATELY INTERFERE WITH ADULT FUNCTIONING, AT A HIGH COST TO THE INDIVIDUAL, COMMUNITY AND SOCIETY.

Effect of Multiple Effect of Multiple PlacementsPlacements

• Children who experience multiple Foster Care placements and who needed Special Education are less likely to receive those services than children in more stable placements.

• REMEMBER —lack of support at school can DRIVE a change in placement at home!

Foster Youth with Foster Youth with Disabilities often receive a Disabilities often receive a

lower level of Special lower level of Special Education ServicesEducation Services

In a comparison of Foster Youth receiving Special Education to youth receiving Special Education but NOT in Foster Care,* researchers found that:

• Education and Transition Plans of Foster Youth were lower in quality.

• Transition Plans of Foster Youth were HALF as likely to contain post-secondary education goals. (31% vs. 60%)

• Foster Youth were less likely to have an advocate at the IEP meeting (42% vs. 69%). * (Greenen & Powers, 2006, pp. 9-11)

High School Completion High School Completion IssuesIssues

• Predictors of not receiving a traditional diploma, according to the EPE Research Center, are:

– Repeating a grade

– Changing schools

– Behavior problems

• 58% of Foster Youth had a High School degree at age 19, compared to 87% of their same age peers in a comparable national sample.

Key findings of the 2004 Fostering Futures Project (OHSU) indicate that Transition Plans of Foster Youth generally:

• Are poor in quality.

• Do not reflect the requirements of IDEA.

• Do not reflect effective practices.

• Were less likely* to include goals for post-secondary education. (Only 31% of plans had a goal in this area.) …

*compared to Youth with IEPs only

Transition Plans: What’s Transition Plans: What’s Missing?Missing?

• Were less likely* to include goals for developing independent living skills. (Only 16% of plans had a goal in this area.)

• Had significantly fewer goals overall.*(20% of plans had NO Measurable Post Secondary Goals. (MPSG)

• Often had no plan for how to reach goals.(32% of Transition Goals had no accompanying action steps in the plan.)

• Had less advocate involvement.* (Less than 50% IEP/TP participation by a family member, Foster Parent or Educational Surrogate.)

*compared to Youth with IEPs only


• Caseworkers were typically absent. (Only 31% of IEP/TP plans provided any indication that the caseworker had attended the meeting.)

• Often caseworkers and families were listed as responsible for Transition Plan activities even though they had never attended the IEP/TP meeting.

• Typically plans listed Student responsible for working on Transition Goals, often with little or no support from others. (22% of plans listed Student as the sole person responsible for implementing the goals.)


• Lacked a specific timeline for goal completion.(Only 7% of goals identified a specific target date.)

• Rarely described effective practices known to promote successful Transition outcomes (such as training around self determination, person-centered or career planning, extra-curricular activities, mentoring, individualized financial support education.)


• Did not focus on career development.

Work experience, when described at all, was typically:- segregated- disability stereotypical - inconsistent with the Student’s employment or life goals


• Revealed little understanding or acknowledgement of Foster Care issues. ( 0% of plans referenced Transition Planning that occurs through Child Welfare.

- Indeed, several Foster Youth had 2 separate Transition Plans!

- Comparison between the Special Education and FCIA Transition Plans revealed little overlap.


• No Acknowledgement of Student’s upcoming Emancipation from Child Welfare:

(Only 7% of plans contained ANY discussion about a student’s emancipation although more than half would turn 18 before the next IEP meeting.)

• Schools failed to invite the Student’s caseworker to the IEP/TP meeting.

(Over 50% were lacking.)

• Lacked reference to Independent Living Programs.

(Less than 25% of the plans.)


Changing Course: Changing Course: Issues & Strategies Issues & Strategies

Key Consideration:Key Consideration:

• REMEMBER!Getting a child help at school can be a primary determinant of whether: – a parent is able to reunify– a family member can step in, or – an adoption or other permanent plan

is successful.

• Almost 70% of adoption failures are related to a child’s disability!

Foster Youth Need Foster Youth Need Consistent, Effective Consistent, Effective

AdvocatesAdvocates• IDEA presumes and depends on

Parental involvement and advocacy.

• Foster Parents may be appointed by default, but changes in placement mean changes in surrogate.

• Ask: “Who can provide this support OVER TIME?”

• Direct parents and potential advocates to TRAINING to increase their effectiveness!

Parent Education RightsParent Education Rights

• School District must assign a “Surrogate Parent” to make Special Education and related decisions for the child when:

• The natural parents hold educational rights but are not available [OR]

• The court limited parents’ educational rights, but cannot identify an educational representative. (School District should receive court order.)

Parent Education RightsParent Education Rights

• Foster Parents, relative caregivers or Court Appointed Special Advocates (CASAs) should be appointed the Surrogate Parent, if available.

• The Surrogate Parent cannot have a conflict of interest.

For example: cannot be an employee of the School District, County Social Services or Probation.

The Individualized The Individualized Transition PLAN Transition PLAN (ITP) Meeting(ITP) Meeting

ITP Meeting: PreparationITP Meeting: Preparation

Prior to any IEP or 504 Meeting Prior to any IEP or 504 Meeting for a Youth age 14 or Older:for a Youth age 14 or Older:

• Identify that this student is a Foster Youth.

• Identify all advocates/agencies involved:

- CASA - DDS caseworker - Attorney - County Mental Health/therapist

- Child Welfare Worker/ILSP staff

• IMPORTANT! ASK YOUTH WHO THEY WANT TO COME!

• Notice all invitees at least 2 weeks prior to the meeting IN WRITING

Interagency Collaboration Interagency Collaboration is Essential for Foster is Essential for Foster

Youth!Youth!2007 evaluation by National Secondary Transition Technical Assistance Center (NSTTAC) found:

• Over 86% of the states reviewed had NO CONSENT from Parent/Student to invite other agencies to the meeting.

• Our experience at DREDF, with other stakeholders in Foster Care advocacy, suggests Interagency Collaboration is the exception, not the rule.

It is critical that the School District invite (with adequate notice) other agencies who ARE or MAY need to be involved:

• Child Welfare Caseworker

• Court Appointed Special Advocate (CASA)

• Department of Rehabilitation (DOR)

• Centers for Independent Living (CIL)

• Dependency Attorney

• Independent Living Skills Program Worker (ILSP)

• Group Home or Foster Family Support Agency Counselor or Social Worker…


Youth!Youth!

• Department of Developmental Services (DDS/Regional Center) caseworker

• School District Foster Youth Liaison (where applicable)

• Workability Staff/Job Coaching program

• Housing Program staff

• Vocational Assessment professional

• Health Care Coordinators / Social Workers / Therapists

• Any other Agency or individuals that may be responsible for input or delivery of plan services.


Youth!Youth!

IMPORTANT NOTE:When working in support of a Foster Youth in transition, if you identify a necessary agency or individual:• Initiate that invitation by contacting School District in writing to ask that they be included. • Provide contact information directly.


Youth!Youth!

What if stakeholders What if stakeholders aren’t available?aren’t available?

• IEP meetings must be held at a “Mutually Agreeable” time and place. If key team members are not available, RESCHEDULE or conference call in.

• If presence is impossible, ask for documentation/input in written form.

Interagency Coordination: Interagency Coordination:

Key Contact: Key Contact: Foster Youth ServicesFoster Youth Services

Every CA county has a Foster Youth Services (FYS) program AND every school district has a “Foster Youth Liaison.” These programs can: • Provide support services to foster children• Ensure that health and school records are obtained to establish appropriate placements, • Coordinate instruction, counseling, tutoring, mentoring, vocational training, emancipation services, training for independent living, and other related services.• Increase stability of placements for foster children. Services are designed to improve children's educational performance and personal achievement.


Youth!Youth!Identify key supports by asking YOUTH themselves who they might want to speak on their behalf or support them in a meeting:

• Spiritual/Religious support system

• Informal or formal kin care network

• Friend/mentor/teacher/tutor

Encourage and ASSIST youth in inviting these key supports!

MODEL THE ADVOCACY SKILLS YOU WANT YOUTH TO ACQUIRE!

During the ITP Meeting:During the ITP Meeting:

• REMEMBER: MEASURABLE POST-SECONDARY GOALS based on QUALITY ASSESSMENTS in ALL AREAS OF FUNCTIONING are what drive SERVICES.

• ACCOUNTABILITY IS KEY:Never assign responsibility to a person or Agency not present to ACCEPT and UNDERSTAND what is needed!

• ASK: “What tools, modifications/accommodations, services, and relationships will support Youth in meeting this goal?”…

During the ITP Meeting:During the ITP Meeting:

• INVOLVE YOUTH IN ANY WAY FEASIBLE.

BUT DO NOT MAKE THE YOUTH

INDEPENDENTLY RESPONSIBLE FOR

ACHIEVING HIS OR HER OWN GOALS!!!

Issues to Consider: Issues to Consider: What Transition What Transition Services are Services are Necessary to Necessary to Achieve Goals?Achieve Goals?

IEP Transition ServicesIEP Transition Servicesmay include…may include…

• Instruction - classes or courses student must complete to reach his/her goals.

• Related Services - services necessary for student to benefit from special education.

Examples: speech, occupational therapy, orientation and mobility, driver’s training, counseling…


• Community experiences Examples: learning to use transportation, getting a driver’s license, shopping and cooking, voting…

• Employment development and other post-school adult objectives – services that lead to a job as well as adult activities such as doing taxes or registering to vote.

•Daily Living Skills

– learning skills of everyday activities, provided by school or other agencies.

Examples: preparing meals, budgeting, paying bills, maintaining a home, and self care.

•Functional Vocational Evaluation

- practical assessment to determine vocational

interests, aptitudes or skills, gathered though situational assessments, observations or formal measures.


•Outside Agencies

- Involvement/identification of outside agencies such as Department of Rehabilitation, Independent Living Centers, etc.

•Post-Secondary Education

– Classes in Adult Ed, Community College, Vocational Training, Connecting with Guardian Scholars programs, etc.


Transition Plans: Transition Plans: Must Build AccountabilityMust Build Accountability

• It is NOT sufficient to identify a need.

• A need MUST include a plan for ensuring that it is met!

• Individuals and/or Agencies must be identified as responsible for action components.

NOT: “Deb will investigate college choices on the internet.”

Transition Plan Transition Plan AccountabilityAccountability

BUT: “College counselor (or Child Welfare Worker, or CASA — make sure individual was present at meeting and agreed to this) will take Deb to visit a Community College and 4 year College to visit classes, meet with Disabled Student Programs & Services (DSPS), Guardian Scholars, Financial Aid and Admissions staff. This will be completed no later than October 1st of Deb’s senior year, to ensure that she can meet application deadlines.

NOT: “Sam will learn to use the computer

for his writing assignments.”

Transition Plan Transition Plan AccountabilityAccountability

BUT: “Provided with a computer or access to a computer and a keyboarding class through the Center for Accessible Technology, Sam will type all written assignments and use spell check to improve quality beginning no later than 9/1/08.

How will we measure? By 3/1/09, 80% of all written work will be turned it electronically or in type, spell checked, and student will take all exams requiring more than one paragraph of writing on the computer. Teacher and Foster Parent will monitor and communicate weekly as to progress in writing.

Special Considerations: Special Considerations: The Mental Health Piece The Mental Health Piece

• Many more FY receive mental health services or are in need of them than are identified via special education

• Unmet mental health needs pose an enormous barrier to transition success

• Help is available. Consider whether support through AB3632/County Mental Health in School, but also make mental health care transition to adult providers and supports a high priority!

• Understand and apply “Best Practices” for working with youth with mental health needs

““Indicator 13” Checklist: Indicator 13” Checklist: A tool for Educators and A tool for Educators and AdvocatesAdvocatesWhat are Indicators? • How the U.S. Dept. of Education (DOE) Office of

Special Education Programs (OSEP) monitors State Performance Plans

What is “Indicator 13”?

• Indicator 13 relates to Transition Services.

“ Percent of youth aged 16 and above with an individualized education program (IEP) that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.” [20 U.S.C. 1416(a)(3)(B)] *

* National Secondary Transition Technical Assistance Center

Link to checklist from NSTTAS Site:

VERY useful in assessing compliance of a Transition Plan with IDEA 2004.

NOTE: DOES NOT include considerations specific to Emancipating Foster Youth.

www.nsttac.org/Default.aspx?FileName=indicator13_checklist

““Indicator 13” Checklist: Indicator 13” Checklist: A tool for Educators and A tool for Educators and AdvocatesAdvocates

Postsecondary IssuesPostsecondary Issues• In the Chapin House Midwest study:

majority (80%) of Foster Youth age 17-18 hoped to graduate from college.

• Only 15% of Foster Youth were likely to be enrolled in college preparatory classes vs. 32% of students not receiving Foster Care, even with similar test scores and grades.

• Colleges expect a level of independence and self-advocacy difficult for many students with disabilities to achieve; especially Foster Youth with disabilities.

• Issues like where to go during Summer/Winter Break, or how to support one’s self over these breaks when financial aid is not available can sabotage student success at college.

Postsecondary IssuesPostsecondary Issues Students entering higher education without

appropriate independent living skills and a safety net are at high risk of failure for both ACADEMIC AND NON-ACADEMIC reasons.

Students may lack skills in:• Budgeting scarce financial resources

(with disastrous consequences)

• Securing necessary health care (critical for students with disabilities)

• Making appropriate nutrition and recreation choices (can have major impact on functioning).

• Structuring and organizing time effectively (especially if coming out of highly structured group home with limited choices)…

Postsecondary IssuesPostsecondary Issues…Students may lack skills in:

• Seeking academic support early and regularly

• Knowing where to turn after a failure and how to repair mistakes. (A failed exam, or paper, or a failed relationship or even a run in with the law).

• Developing supportive, caring relationships and effective social connections from scratch.

• Utilizing help from those in authority (instructors, department chairs, DSP staff, financial aid counselors, Dormitory supervisors.

Most youth in college struggle with these issues, but have some backup. Foster Youth with disabilities generally have no safety net!

Postsecondary IssuesPostsecondary IssuesSome Recommendations: • Include these skills sets as transition goals in an

ITP and ILSP if appropriate.

• Teach these skills directly. MODEL!

• Measure success concretely.

• Connect youth with services prior to first day of classes—

Ex: Summer bridge programs, visits to DSPS, Health Center and Financial Aid offices with an involved adult to discuss how to access services, what options exist, while STILL IN HIGH SCHOOL…

Postsecondary IssuesPostsecondary Issues…Some Recommendations: • Identify mentors willing to actively check in

during critical first semester.Do not rely on student alone to INITIATE. Provide support and back it off over time.

• A good advocate is a CONNECTOR of youth with services, people and support.

• ASK: “How will student know about emergency loan programs, how to reduce a study load below full time without losing health care or financial aid benefits, etc?”

Postsecondary IssuesPostsecondary IssuesFor students in vocational training/job programs, same rules apply:

• Teach concrete skills while still in high school

• Practice these with youth in real and meaningful contexts.

• Measure progress concretely.

• Connect youth with job coaching, job shadowing opportunities, teach how to use public transportation and then assign a required activity that will demonstrate mastery…

Postsecondary IssuesPostsecondary Issues…For students in vocational training/job programs, same rules apply:

• Keep Youth Needs, Goals, Interests and Strengths in center of planning.

ASK: “How do we individualize this transition plan?”

RATHER THAN: “What existing services can we plug the student into?”

Postsecondary IssuesPostsecondary Issues For students with more significant disabilities likely to require high level support and limited independence:

•Remember: School District serves educational needs of a student with an IEP until diploma awarded, or age 22 reached.

•Bring in other agencies and resources early (Regional Center, Social Security/SSI, DOR).

• Identify and connect youth with a “Medical Home” based on adult needs.

•Look to Least Restrictive Environments (LRE) in planning; community based programs over institutions.

Postsecondary IssuesPostsecondary Issues …For students with more significant disabilities likely to require high level support and limited independence:

•Continue to involve and engage community and family who are invested in this young person. Seek to identify these people moving forward.

•Make sure assessments as to appropriate Assistive Technology (AT), Behavior Support, Augmentative Communication, and necessary therapies are conducted prior to exiting school district services.

•Arrange for all necessary Durable Medical Equipment (DME) to be ordered and individualized prior to age 18 if possible.

Foster Youth need: Foster Youth need: Key Components for Key Components for

SuccessSuccess• Maximum input into charting their own course

without forfeiting adult support or safety nets available to other students.

• School-Based Preparatory experiences and environments to support skill acquisition, educational and vocational opportunities INDIVIDUALIZED to the students own goals.

• Career Preparation and Work-Based Learning Experiences while still in school …Could be an Extended School Year (ESY) service.

• Support in the early months of Transition via identified systems — DSPS, Group Homes, ILSP, Family or informal kin networks — a need that should be addressed in the ITP AND in the Case Plan. Push support in early. Back off as appropriate.

• Recognition that self advocacy is developed over time and through practice, and is not attained at the 18th birthday; AND

• A single, integrated Transition Plan that includes clear lines of responsibility and accountability between child welfare and school districts.


SuccessSuccess

• Recognition of their vulnerability, and attention to their higher need for safety nets outside of the nuclear family.

• AND LAST BUT NOT LEAST…a willingness on the part of educators and advocates to get involved to provide this safety net!


SuccessSuccess

Resources:Resources:• California Department of Education, Foster Youth Services

Information and Resources for Foster Youth:http://www.cde.ca.gov/ls/pf/fy/resources.asp

• Casey Foundations Family Programs: www.casey.org

• National Working Group on Foster Care and Education: www.casey.org/FriendsAndFamilies/Partners/NWGFCE/

- American Bar Association Center on Children and the Law www.abanet.org/child/home2.html

- American Public Human Services Association www.aphsa.org/Home/home_news.asp

- Casey Family Programs: www.casey.org/Home

- Children's Defense Fund www.childrensdefense.org/site/PageServer

- Child Welfare League of America: www.cwla.org

http://www.abanet.org/child/home2.html

Resources (continued):Resources (continued):- Education Law Center (Pennsylvania): www.elc-pa.org

- Juvenile Law Center: www.jlc.org

- National CASA Association: www.nationalcasa.org

- National Child Welfare Resource Center on Legal and Judicial Issues www.abanet.org/child/rclji/home.html

- National Council of Juvenile and Family Court Judges www.ncjfcj.org

- National Foster Care Coalition www.nationalfostercare.org

- National Foster Parent Association www.nfpainc.org

• Office of Special Education Services Indicator 13 Checklist: www.nsttac.org/Default.aspx?FileName=indicator13_checklist

• Youth with Disabilities Aging Out of Foster Care: Issues and Support Strategieshttp://ici.umn.edu/products/impact/191/over16.html

• Transition Planning for Foster Youth with Disabilities: Are We Falling Short? https://www.aap.org/advocacy/hfca/FosteringFuturesAwareness2.pdf

• Midwest Evaluation of the Adult Functioning of Former Foster Youth, 2007www.chapinhall.org/article_abstract.aspx?ar=1355

• National Collaborative on Workforce and Disability for Youth at the Institute for Educational Leadership www.ncwd-youth.info/promising_Practices

• U.S. Dept. or Ed, Office of Special Education Programs Topic: Secondary Transitionhttp://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17,

Resources (continued):Resources (continued):

The Parent Training & Information (PTI) Center and Foster Youth Resources for Education (FYRE) at DREDF provides technical assistance and training to parents, caregivers and professionals who serve children with disabilities.

Please contact us with concerns & questions:

510.644.2555 Phone800.348.4232 Toll Free510.841.8645 [email protected]

Documents

Navigating Rough Waters: Addressing the Transition Needs of Foster Youth with Disabilities in School