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Issues in Transition: Transfer of Youth From Correctional Facilities to Public Schools (From Special Education in the Criminal Justice System, P 251-272, 1987, C Michael Nelson, et al, eds. -- See NCJ-113063)

NCJ Number
113071
Author(s)
E B Edgar; S L Webb; M Maddox
Date Published
1987
Length
22 pages
Annotation
This chapter examines issues involved in transition of youth between separate agencies and illustrates transition management strategies that have proved useful in transferring handicapped juvenile offenders from correctional facilities to public schools.
Abstract
Transitions involve a sending agency, a receiving agency, and the handoff that serves as a bridge between services. Three types of transition activities must be pursued to ensure successful transitions: those governed by formal interagency agreements at the Federal or State level; interagency planning and service delivery activities at the grassroots level; and those based on simple step-by-step procedures that have been developed, field tested, and disseminated. Successful transition requires awareness of the service system and eligibility criteria, information exchange, program planning before transition, feedback after transition, and written procedures to ensure that important handoff tasks are completed. On the basis of interviews with the multiplicity of agency actors involved in the transfer of clients from institutional to public educational programs, problem areas in cooperation and coordination were identified. A juvenile corrections interagency transition model was developed that consists of 36 separate strategies in 4 major areas. These are awareness of other agencies' missions and activities, transfer of records prior to entering or leaving an institution, preplacement transition planning, and maintaining public school education and ongoing communication between juvenile rehabilitation and school staffs. Strategies detail inservice training and required activities and materials. To date, all 36 strategies have been implemented in at least one setting in Washington State. Documentation indicates that the strategies are practical and can be implemented by field staff. A description of an educational delinquency prevention program is included. 2 tables and 16 references.