similarities and differences between the transition mandates in each of the two laws and makes recommendations for policy improvements.	quite similar most areas, could be amended to more completely address the needs of youth who are served by both systems. It is crucial that, given the magnitude of need, policymakers at the fed- eral level continue to honor their commitment to youth being served by both the foster care and special education systems as they navigate their transition to adulthood.
Hill, K. (2013). Special Education Experience of Older Foster Youth With Disabilities: An Analysis of Administrative Data. Journal of Public Child Welfare, 7(5), 520–535. https://doi- org.ezproxy.vid.no/10.1080/15548732.2013.843493	USA: Using state administrative data, this study explores the experience of older youth with disabilities in out-of- home placement in the special education system.	Findings indicate that these youth differ demographically and have lower rates of school completion than their peers with disabilities in the general population. Of particular concern is the isolation of these youth into more segregated special education settings versus settings that encourage greater peer and school involvement. However, high attendance rates for these youth indicate they experience a consistent connection with school. Thus, schools may be well positioned to serve as a connection point for child welfare and special education services in preparing these young people for adulthood.
Hill, K., Lightfoot, E., & Kimball, E. (2010). Foster Care Transition Services for Youth with Disabilities: Findings from a Survey of County Service Providers. Child Welfare, 89(6), 63-81.	USA: A survey was developed to ascertain the level of knowledge that county workers involved in providing SELF program services had of the issues facing youth with disabilities as they transition from foster care. Researchers developed the survey topics and questions after reviewing the literature and having discussion with experts in the field of youth transition.	Findings from this survey of independent living coordinators working for child welfare agencies indicate that while youth with disabilities are being served through transition programs and these programs collaborate with other government agencies, there are few services targeted directly toward their needs, little collaboration with community-based agencies, and a need for more information sharing. (Shows what kind of services that were provided).
Hogansen, J. M., Powers, K., Geenen, S., Gil-Kashiwabara, E. & Powers, L. (2008). Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals. Exceptional Children, 74(2), 215-234.	USA: This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34),	Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual