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Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care

Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care

Robin Harwick
Copyright: © 2022 |Pages: 23
ISBN13: 9781668435427|ISBN10: 166843542X|EISBN13: 9781668435434
DOI: 10.4018/978-1-6684-3542-7.ch022
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MLA

Harwick, Robin. "Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care." Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, edited by Information Resources Management Association, IGI Global, 2022, pp. 435-457. https://doi.org/10.4018/978-1-6684-3542-7.ch022

APA

Harwick, R. (2022). Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care. In I. Management Association (Ed.), Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society (pp. 435-457). IGI Global. https://doi.org/10.4018/978-1-6684-3542-7.ch022

Chicago

Harwick, Robin. "Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, edited by Information Resources Management Association, 435-457. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3542-7.ch022

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Abstract

Youth with disabilities who experience foster care (YDFC) often experience poor long-term adult outcomes. However, when educators help them access appropriate services and supports YDFC can reach their maximum potential. This chapter describes a youth-centered approach to transition planning for this vulnerable population and highlights essential elements to consider during the process such as disability, mental health, trauma, resilience, self-determination, culture, and how trauma impacts mental health. The chapter concludes with an example of creating a youth-centered plan, possible tools to use, and additional resources.

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