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The study evaluated the IEPs/Individualized Transition Plans of 45 students who were in special education and foster care, and compared them to the plans of 45 students who were in special education only. Results indicate that the transition plans of foster youth with disabilities were poor in quality, both in absolute terms and in comparison to youth who are in special education only. The review of transition plans suggests that foster youth may often go through the transition plan process with no parent advocate or educational surrogate, that professionals have limited expectations for foster youth, and that the transition plan document often does not support accountability or serve as a road map for moving into adulthood. The importance of student-directed, meaningful transition planning, services and supports for youth in foster care with disabilities is emphasized. In addition, the need for collaborative efforts between the child welfare system and special education is discussed. (Contains 1 table.)

This qualitative study investigated the barriers against and strategies for promoting the involvement of culturally and linguistically diverse (CLD) parents in school-based transition planning. Focus groups and interviews were conducted with 31 parents from Native American, African American and Hispanic communities, and 10 professionals who had involvement in transition planning. Coding of the transcripts using established ethnographic and content analysis techniques revealed seven main categories or types of barriers which appear to inhibit or prevent parental involvement in school-based transition planning: (a) power imbalance; (b) psychological or attitudinal; (c) logistic; (d) information; (e) communication; (f) SES and contextual factors; and (g) cultural influences. In the qualitative study, parents and professionals also identified a number of potential strategies for increasing or better supporting parental involvement in transition planning. These strategies included: (a) positive communication between parent and professionals; (b) preparing for transition at an earlier age; (c) information on school-based transition planning; (d) use of a parent advocate; (e) emotional support for parents; and (f) flexibility in meeting formats. The implications of these findings for educational and transition services are discussed. (Contains 3 figures.)

This study investigated whether Latina youth in special education and parents of Latinas in special education differ from their Anglo counterparts regarding transition expectations and experiences, and experiences of self-determination. Surveys were completed by 211 transition-aged Anglo and Latina females, and parents of Anglo girls and Latinas in two school districts. Participants generally agreed on transition goal importance; however, caring for family members and spirituality were more valued by Latina girls. Parents of Latinas placed greater emphasis on their daughters working and attending college, in comparison to parents of Anglo youth. Implications considered include the need to further explore stereotypes regarding the transition goals of Latina youth and families, and to provide culturally-tailored transition supports. (Contains 6 tables.)

This study explored similarities and differences in the transition expectations of parents and youth. Independent samples of parents (N = 270) of transition-age youth with disabilities and students with disabilities (N = 242) were surveyed about the importance of achieving various adult goals, having specific types of transition-related training and skills, and potential barriers to transition. Factor analysis of the data yielded six scales, and significant differences were found between youth and parents on four of these scales indicating that parents tend to value teacher support more, whereas youth reported higher levels of self-esteem, greater barriers to transition, and more interest in assuming caretaking roles in their future. Parents and students were in agreement, however, around the goals they felt were most important for transition: finishing high school, having health insurance, and having access to a good doctor. (Contains 2 tables.)

This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. (Contains 4 tables and 1 footnote.)

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), and professionals who work with them (n = 45). 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 issues, such as cultural and linguistic diversity. Practice and future research implications are discussed. (Contains 1 figure.)

This study examined the extent to which the academic achievement of adolescents receiving both foster care and special education services differs from the performance of youths involved in only foster care, special education, or general education. Extant school data were collected on 327 students, ages 13 through 21, who attended school in a large urban school district in Oregon. The study also collected information about students' general foster care experiences, such as length of time in care and type and number of placements. Analyses revealed that foster care youths in special education typically demonstrated lower performance on academic variables in contrast to one or more of the comparison groups. These youths also appeared to experience more restrictive special education placements than youths in special education only. Although foster care or special education status alone appears to place a student at risk of academic difficulties, the negative impact of interfacing with both systems appears multiplicative. Greater attention, commitment, and time must be given to the educational needs of foster care youths with disabilities by both education and child welfare professionals.

Focus groups or interviews with 31 family members and 8 adolescents from minority communities investigated barriers families encountered as their adolescent youth with disabilities move into adulthood. Barriers included insensitivity/discrimination, lack of accommodations, and unresponsive services. Survey findings from 308 parents were consistent with the qualitative findings. (Contains references.) (Author/CR)

A survey of 308 African-American, Hispanic-American, Native-American, and European-American parents found that culturally and linguistically diverse (CLD) parents are active in transition planning activities and, in some instances, their level of reported participation surpassed that of European-American parents. In contrast, 52 professionals described CLD parents as less involved. (Contains references.) (Author/CR)

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.childyouth.2007.04.008 Byline: Sarah Geenen, Laurie E. Powers Keywords: Foster care; Adolescents; Disabilities; Emancipation Abstract: This study gathered qualitative information about the experiences of youth transitioning out of foster care into adulthood, from the perspectives of youth themselves, as well as foster parents and professionals. Data was gathered from 10 focus groups comprised of a total of 88 participants, including youth currently in foster care (n =19), foster care alumni (n =8), foster parents (n =21), child welfare professionals (n =20), education professionals (n =9), Independent Living Program staff (n =9) and other key professionals (n =2). Findings of key themes included: (a) self-determination; (b) coordination/collaboration (c) importance of relationships; (d) importance of family; (e) normalizing the foster care experience; (f) the Independent Living Program and (g) issues related to disability. Author Affiliation: Portland State University -- Regional Research Institute, United States Article History: Received 2 March 2007; Revised 14 April 2007; Accepted 17 April 2007

The purpose of this study was to explore how people living with long-term disabilities define and conceptualize health and wellness, and to discover what they perceive to be the major facilitators and barriers to health and wellness for themselves and other individuals living with disability. Results from focus groups indicate that health and wellness is perceived as distinct from disability as a multi-level phenomenon encompassing dimensions of the person, the community, and the systems that govern interactions within social and physical environments. Additionally, data suggest that appropriate interventions at each level are required to facilitate greater levels of health and wellness among persons living with disability., Issues of health and wellness for people with disabilities are becoming prominent issues on the national health agenda (United States Department of Health and Human Services, 2000). New models of [...]

Differently 5-substituted 8-methoxypsoralens can be synthesized by an efficient synthetic route with various cross-coupling methodologies, such as Suzuki, Sonogashira and Heck reaction. Compared to previously synthesized psoralens, thereby promising daylight absorbing compounds as potentially active agents against certain skin diseases can be readily accessed. Extensive investigations of all synthesized psoralen derivatives reveal fluorescence in the solid state as well as several distinctly emissive derivatives in solution. Donor-substituted psoralens exhibit remarkable photophysical properties, such as high fluorescence quantum yields and pronounced emission solvatochromicity and acidochromicity, which were scrutinized by Lippert-Mataga and Stern-Volmer plots. The results indicate that the compounds exceed the limit of visible light, a significant factor for potential applications as an active agent. In addition, (TD)DFT calculations were performed to elucidate the underlying electronic structure and to assign experimentally obtained data., (© 2020 The Authors. Published by Wiley-VCH Verlag GmbH & Co. KGaA.)