This resource, developed by the National Center for Youth in Custody (NCYC) and the National Partnership for Juvenile Services (NPJS), provides a training that can be presented to educators and administrators in juvenile detention facilities regarding the use of technology as an educational tool.
The State Correctional Education Self-Assessment (SCES) provides states with a tool for self-assessing their existing special education and related services provided to youth with disabilities in juvenile detention facilities. This assessment includes a series of questions that states can answer in evaluating the status of correctional education, with emphasis on adherence to IDEA requirements. The SCES also helps states develop and track necessary next steps for improving and expanding their educational programs.
This memo, prepared by REL West, provides information and references relating to the prevalence of learning disabilities in adult and juvenile prison populations. There are six references in this document. Each reference is summarized below.
1) Berzofsky, M., Bronson, J., & Maruschak, L. L. (2015). Disabilities among prison and jail inmates, 2011–12. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics.
The Guideposts for Success, developed by the National Collaborative on Workforce and Disability (NCWD), provide a framework for organizations to develop collaborative, supportive services for youth involved with the juvenile justice system. The goal of this resource is to improve transition outcomes for all youth, including those with disabilities, and to create community networks of support that will help decrease recidivism and increase achievement in education and employment.
This report, from the Center for Juvenile Justice Reform at Georgetown University, finds that youth in the juvenile justice system do not often have access to the same high quality educational opportunities as their peers, and notes that incarcerated youth tend to struggle in academic settings.
The National Association of State Directors of Special Education and the National Disability Rights Network published Tools for Promoting Educational Success and Reducing Delinquency to provide educators with best, emerging, and promising practices that are be
This guide was written for the parents, family members, and educational surrogate parents of youth who have been placed in a juvenile justice facility. It aims to assist parents in becoming more involved in their child’s education. Specifically, the guide presents some practical things parents can do to build a relationship with their child’s facility school program including connecting with the facility’s staff and ensuring that their child is successful in the program.
This document discusses strategies for promoting family involvement in the juvenile detention education system. It recognizes the shared responsibility between administrators of the juvenile detention facilities, school administrators, family members, and students in collaborating to provide a high quality education.
In its 2012 Technical Assistance brief, NCJFCJ urges judges to use their inherent powers to develop alternative methods to addressing a youth’s status offending behaviors without resorting to formal court involvement and placing a youth in secure confinement. NCJFCJ recommends convening representatives from various systems that impact a particular youth including schools to develop a plan that allows the youth to remain in his community. The organization recommends the development of a comprehensive report which reflects the exhaustion of other remedies and community-based
The Imperative to Transform Juvenile Justice Systems Into Effective Educational Systems: A Study of Juvenile Justice Schools in the South and the Nation provides evidence that youth placed in custody are receiving a substandard education.
