skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 202383 Find in a Library
Title: Juvenile Corrections Educators: Their Knowledge and Understanding of Special Education
Journal: Journal of Correctional Education  Volume:54  Issue:3  Dated:September 2003  Pages:105-107
Author(s): Barbara A. Moody Ph.D.
Editor(s): Carolyn Eggleston
Date Published: September 2003
Page Count: 3
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: 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.
Abstract: 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
Main Term(s): Corrections education
Index Term(s): Correctional education programs; Correctional personnel; Correctional Personnel Training; Correctional staff development; Correctional teacher training; Educators; Juvenile correctional education; Juvenile correctional programs; Juvenile educational services
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=202383

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.