T he Transition of Youth with Disabilities from the Child Welfare System Elizabeth Lightfoot, PhD Katharine Hill, MSW, MPP, LISW School of Social Work University of Minnesota Curriculum Module Center for Advanced Studies in Child Welfare Funded in part by the Minnesota Agricultural Experiment Station and Title IV-E Citation: Lightfoot, E. & Hill, K. (2008). The transition of youth with disabilities from the child welfare system: A curriculum module. Center for Advanced Studies in Child Welfare, University of Minnesota. Website:

Overview Incidence of children with disabilities within child welfare and foster care Definitions Transition outcomes for youth from foster care, youth with disabilities, and youth served by both systems Best practices: What the research says Areas for future research

Prevalence of maltreatment of children with disabilities No Federal Reporting Requirements Uneven State Reporting Requirements No Standard Definition of “Disability” Administrative Data has serious limitations for determining prevalence

Prevalence of children with disabilities who experience maltreatment Two Main Studies 1988 NIS-2 National Study Prevalence of children with disabilities in the child welfare system Omaha Population Studies Prevalence of maltreatment of children with disabilities

National Survey – NIS-2, 1988 Children with disabilities were 1.7 times more likely to be maltreated than children w/o disabilities (Crosse et al., 1993) Children with disabilities – 35.5 per 1000 Children w/o disabilities – 21.3 per 1000 Nationally representative sample of 35 CPS Agencies Recording substantiated CPS investigations Disability = worker assessment

Omaha Population Studies 1) Survey of maltreated children found 64% of maltreated children had a disability, while 32% of non-maltreated children had a disability Merging hospital records with social service records, law enforcement – Sullivan, ) Children with disabilities 3.4 times more likely to be maltreated than those without disabilities Merging school records, social service, law enforcement – Sullivan & Knutson, 2000

Children with Disabilities in Out of Home Placement Nearly 50% of children/youth in foster care receive special education services (not including youth with DD) (Chapin Hall, 2005) 80% of children/youth in foster care have behavioral emotional or development conditions (CWLA, 2005) 30-40% of children/youth in foster care have chronic medical conditions (GAO, 2004)

What is transition? Passage; the act of passing from one state or place to the next The passage of youth from youth-serving systems and services to adulthood. Also called “aging out.” Policies and services generally encompasses youth ages or 21, although this varies from program to program and state to state.

Transition outcomes for youth with disabilities in placement Very little research on outcomes for youth who are eligible for and receive services from both child welfare and special education systems. Research on foster care leavers and special education leavers indicates that youth who have aged out of each system have poor outcomes in education, employment, and self- sufficiency.

Findings from Chapin Hall’s Midwest Study: Youth aging out of foster care 37% of youth had not earned a high school diploma within months of leaving care. 63% of youth who had left foster care not enrolled in any kind of education or training program within months of leaving care. Fewer than half of youth are employed months after leaving care. 33% arrested, 23.7% spent at least one night in correctional facility.

Transition for youth with disabilities from special education 28% of youth with disabilities leave high school without a diploma; this number changes dramatically depending on diagnosis. For example, youth diagnosed with behavior disorders have a 44% dropout rate. 1 40% of youth with disabilities employed 12 months after graduation. 1 33% of youth with emotional disturbances not employed or in school- more likely to be in mental health services, foster care, or homeless % of total juvenile corrections population are youth with disabilities. 2 1 Wagner, M., Newman, L., Cameto, R. Garza N;, & Levine P. (2005). After high school: A first look at the Postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). (Executive Study). Menlo Park, CA: SRI International 2 Quinn, M., Rutherford, R., & Leone, P. (2001). Students with disabilities in correctional facilities. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children. (ERIC Document Reproduction Service No. ED461958).

Foster Care Transition for Youth with Disabilities Very little research available on this population, mostly smaller, qualitative studies. Very few opportunities for youth to practice self-determination skills prior to emancipation, although they were expected to be fully independent as soon as they had aged out of the system (Geenen & Powers, 2007; Hill & Lightfoot, in press.) Caregivers and service providers emphasize the importance of supportive relationships with caring adults as a key to a successful transition, most of the youth report feeling disconnected, isolated, and without these kinds of adult supports (Geenen & Powers, 2007; Hill & Lightfoot, in press).

Foster Care Transition for Youth with Disabilities Youth are often unidentified in one system while receiving services in another (Geenen & Powers, 2007; George & Van Voorhis, 1992). In comparison to youth who are not in foster care, IEPs of youth in care have lower quality transition plans, vaguer goals, and fewer goals listed around independent living skills and post secondary education (Geenen & Powers, 2006). None of the IEPs acknowledged transition planning that goes on through child welfare (Geenen & Powers, 2006)

Foster Care Transition for Youth with Disabilities Youth often report feeling isolated, “abnormal, or outside of typical adolescent experience. (Geenen and Powers 2007; Hill & Lightfoot, in press) Youth with disabilities in foster care transition report negative perceptions of disability and disability-specific services. These are similar to the perceptions reported by transition program staff. (Hill & Lightfoot, in press). Transition program staff indicate a strong reluctance to “label” youth in foster care with any additional negative connotations, such as disability (Hill & Lightfoot, in press). Youth and social workers report that disability services are unavailable, inappropriate, or not sensitive to the issues associated with foster care (Geenen & Powers, 2007; Hill & Lightfoot, in press). Child welfare service providers are not well-informed about disabilities and disability-specific services (Geenen & Powers, 2007).

National Alliance on Secondary Education and Transition, 2005 What is needed for a successful transition? Transition services areas typically include: Independent Living Education Employment Community Integration Health Adult Services (if needed/eligible) Other areas to consider include: Youth development and leadership experiences Family involvement

Improving transition from foster care for youth with disabilities Improve access to high quality, research-based transition services Identify and support meaningful, ongoing relationships with caring adults Provide young people with disabilities with positive adult role models and positive models of disability. Create universal services for all youth in transition, rather than providing services in “silos” Increase service collaboration and coordination Work to improve service providers in all youth-serving systems perceptions/understanding of disability and foster care through education and training.

Areas for future research What kinds of services and supports are most effective for young adults with disabilities in their transition from foster care to adult life? What are the most effective methods for encouraging service collaboration and coordination? How can child welfare services be made more disability sensitive? How can disability services be made more child welfare sensitive?