Education Services for Youth with Disabilities in A State-Operated Juvenile Correctional System

Abstract

Many youths in juvenile correctional facilities who are eligible for special education services do not receive them. Youths who do receive services often do not receive them in a timely manner, and the quality of services is often substandard when compared to public school programs. The research reported here was collected as part of the “discovery” phase of a lawsuit brought against a state system of juvenile services. The case study focused on procedural and substantive aspects of special education services for students with disabilities. In addition to describing specific practices, the research examined the “infrastructure” supporting appropriate educational services in juvenile corrections. Findings suggest that some students with disabilities received education, but few received related services. There were lengthy delays in obtaining students' records from prior school programs, and no system of referral existed for students suspected of having disabilities. Students enrolled in special education programs, as well as those with potential mental health problems and mental retardation, received a disproportionate number of disciplinary actions and spent a disproportionate amount of time in confinement. Implications are discussed.

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