The literature about women in prison says little about characteristics of women in local jails. The goal of this study was to better understand the demographics and characteristics of these women to develop responsive programming. A cross-sectional survey of 346 women in an urban jail was conducted. Descriptive statistics were generated, and a logistic regression analysis was performed to examine contributors to multiple arrests. Of the 346 women surveyed, 65.3% were incarcerated for minor charges and 58.9% had been incarcerated four or more times. Of those with children, the majority had children younger than 18, and nearly 30% had children younger than 5. Partner abuse and involvement in the juvenile justice system were significantly related to multiple arrests. These findings indicated that many women in jail are caught in a cycle of multiple arrests and violence, with many of their children likewise involved.
A rationale is presented for the development of specialized personnel preparation programs to train secondary special educators as employment training specialists. A philosophical and theoretical base for this position is outlined, along with the roles and responsibilities these individuals will need to assume in their schools and communities. Finally, details are provided of a graduate-level program at the University of Vermont to train employment training specialists.Over the past 5 years, there has been an increased interest in preparing special educators to provide services to handicapped secondary-school students (Clark, 1984). This interest has evolved from a number of sources, including federal initiatives, legislation, demographics, and a concomitant lack of sufficient services following high school. For example, the Office of Special Education Programs in the U.S. Department of Education has instituted a number of initiatives in research, model demonstration, and personnel preparation directed at improving vocational and employment services for secondary students with handicaps. Similarly, Congress has passed legislation in special education and vocational education with requirements specifically designed to facilitate the transition from school to work. For example, PL 98-199, the 1984 amendments to the Education of the Handicapped Act, included provisions for funding model programs, research, and training to enhance special education at the secondary level. The Carl Perkins Vocational Education Act of 1984, PL 98-524, contained requirements for ensuring access to a full range of vocational programs for students with handicaps, as well as a specific mandate requiring that career guidance and counseling be provided to all handicapped students as they move from vocational education to community employment.Another phenomenon that has influenced the need for transition services is the increasingly large number of students with handicaps who are leaving the secondary school system. These numbers have increased over the last 10 years because of improvements in special education identification and intervention strategies that have provided opportunities for youth with handicaps to remain in school. However, the capacity for continued postsecondary services has not kept pace with the numbers of students requiring continued services following high school (Bellamy, 1985;
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