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NCJRS Abstract

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NCJ Number: 93819 Add to Shopping cart Find in a Library
Title: Nature and Prevalence of Learning Deficiencies Among Adult Inmates
Author(s): R Bell; E H Conard; B Gazze; S C Greenwood; J G Lutz; R J Suppa
Corporate Author: Lehigh University
United States of America
Date Published: 1983
Page Count: 251
Sponsoring Agency: Lehigh University
Bethlehem, PA 18015
National Institute of Justice (NIJ)
Washington, DC 20531
National Institute of Justice/
Rockville, MD 20849
NCJRS Photocopy Services
Rockville, MD 20849-6000
US Dept of Justice NIJ Pub
Washington, DC 20531
Grant Number: 81-IJ-CS-0014
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America

NCJRS Photocopy Services
Box 6000
Rockville, MD 20849-6000
United States of America
Document: PDF
Language: English
Country: United States of America
Annotation: The interactive effect of socioeconomic background, unstable childhood home, and the incidence of specific learning disabilities may be the most important determinant of antisocial behavior which results in contact with the criminal justice system.
Abstract: Data came from about 1,000 inmates of 9 State prisons in Louisiana, Pennsylvania, and Washington. The nature and prevalence of learning deficiencies and their interrelationships with various demographic, background, and criminal justice variables were explored. As a group, the prisoners were a deprived population coming from unstable family environments, having severe educational deficits, lacking vocational training or steady employment, and often abusing drugs and alcohol. Often, they had been in contact with the criminal justice system since childhood and came from ethnic minorities. Current educational and treatment systems apparently had not made any significant inroads in helping them overcome these barriers. Almost half of the sample had some form of functional illiteracy. One quarter showed some indication of specific learning disabilities. The educational programs in prisons should be redesigned to meet the basic educational needs of the vast majority of inmates; sophisticated educational diagnoses should take place during intake. Additional policy and research recommendations, 34 tables, and 25 references are provided. For the executive summary of this report, see NCJ 93820.
Index Term(s): Educationally disadvantaged persons; Inmate academic education; Learning disabilities; Nonbehavioral correlates of crime
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=93819

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