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Juvenile Corrections Educators: Their Knowledge and Understanding of Special Education

NCJ Number
Journal of Correctional Education Volume: 54 Issue: 3 Dated: September 2003 Pages: 105-107
Barbara A. Moody Ph.D.
Carolyn Eggleston
Date Published
September 2003
3 pages
This study investigated the comprehension of juvenile corrections educators in Oregon regarding special education and how that understanding influenced their instruction and practice for special needs students.
National studies have revealed that a high percentage of youth in juvenile correctional facilities qualify for special education services. However, regular education teachers typically receive little instruction in the area of special needs students. This article describes a research study of juvenile corrections educators and examines the understanding the educators had of their role in the special education process and how that understanding influenced their instruction for students with disabilities. Personal interviews and demographic surveys were conducted with teachers from 12 statewide youth correctional facilities. The interviews were conducted in two phases. The study revealed a lack of knowledge by the general education teachers on how to read student Individual Education Plans (IEPs), as well as how to effectively implement IEPs, or provide accommodations, modifications, and support for the students with special needs. However, educators could name and describe their students with an emotional disturbance and specific learning disabilities. The educational implications indicate the need for professional development for juvenile corrections educators in the area of special education law, in adapting the general education curriculum, and in understanding student eligibility for special education services. The role of the special education personnel as the expert should be reevaluated. References