supporting these students’ education. Study C reports on the experiences of the students, in their own words, with professionals who serve them providing additional data.	Children with disabilities in foster care are at high risk for a number of negative school and post-school outcomes. School psychologists are well qualified to serve these children as school-based foster care liaisons. Working with the many systems that children in foster care experience can be frustrating, and may feel overwhelming. Therefore, we conclude this article with a table that summarizes critical needs of children with disabilities in foster care and their caregivers, recommends specific interventions that school psychologists can employ to address those needs, and offers selected resources to support those interventions.
Harwick, R., Unruh, D., & Lindstrom, L. (2020). Transition to adulthood for youth with disabilities who experienced foster care: An ecological approach. Child Abuse & Neglect, 99, 104310.	USA: We conducted semi-structured interviews with YDFC and a focus group with professionals to understand the process of the transition to adulthood for YDFC. Our findings generated an ecological model useful for transition planning prior to the youth leaving foster care. Within our model we focus on alterable factors to bring intervention points to light. Seven foster care alumni aged 19–23 and five professionals serving the target population participated in the study.	Barriers uncovered included lack of consistent high school graduation requirements, high quality Independent Living Programs, positive relationships and highly skilled professionals; frequent placement changes; and inappropriate disability or mental health diagnosis. Unstable housing occurred both in foster care and after the transition to adulthood. Existing relationships with adults in their lives were not always positive; and professionals serving the youth changed frequently. Our findings suggest that the proximal institutions and people closest to YDFC often have the biggest effect on their transition to adulthood. Research suggests that supportive relationships protect against poor outcomes for youth in foster care
Hill, K. (2009). Individuals with Disabilities Act of 2004 and the John H. Chafee Foster Care Independence Act of 1999: What are the policy implications for youth with disabilities transitioning from foster care? Child Welfare, 88(2), 5-23.	USA: The John H. Chafee Foster Care Independence Act of 1999 expanded transition services for youth aging out of foster care; the Individuals with Disabilities Education Act of 2004 continues the federal commitment to transition supports for youth with disabilities through special education services. This article examines the	It is clear that, despite a substantial federal commitment to transition, outcomes for youth transitioning from both foster care and special education are quite poor. Transition is a complex process, involving many different systems and levels of agency, which can make it difficult to point to a single intervention, or even level of intervention, that will bring about the changes that are necessary. However, the federal policies which mandate transition services to youth with disabilities and to youth aging out of foster care, while