Occupational Interests and Aptitudes of Juvenile Offenders: Influence of Special Education Experience and Gender.

Abstract

Juvenile offenders, particularly those with disabilities, are at high risk for school failure and diminished educational, employment, and social opportunities that contribute to continued social maladjustment as adults. To better understand the occupational preferences and aptitudes of juvenile offenders, 201 juvenile offenders, including 52 who had been in special education, completed an inventory of occupational interests and aptitudes. Special education and non-special education groups had similar interests, although the former preferred occupations involving work with plants and animals. Scores on measures of general, verbal, and numerical aptitude were below average, and participants who had been in special education scored significantly lower than others on most aptitude measures Implications for special education, alternative education, and correctional education programs are discussed. Multifaceted, intervention programs beginning in middle school that keep students in school, remediate academic and social problems, engage students in prevocational and vocational programs with transition specialists, and teach self-determination skills are recommended. Juvenile offenders are at elevated risk for adult social maladjustment, including unemployment and underemployment. Several interrelated factors contribute to their continuing problems, including lack of family and community support systems, economic disadvantage, and affiliation with deviant lifestyles (Loeber, 1990; Patterson, Reid, & Dishion, 1992). In addition, juvenile offenders often have become disengaged from the educational system due to significant learning and/or behavioral problems and school failure (Tremblay, Masse, Perron, Leblanc, Schwartzman, & Ledingham, 1992). Many juvenile offenders

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