Service Coordination between Correctional and Public School Systems for Handicapped Juvenile Offenders

Abstract

The correctional education literature indicates that transitional support services for handicapped, adjudicated youth are much needed but often neglected. Public school special education directors and correctional education administrators in five states were polled to investigate linkages between the Two systems. Although special education services were not generally coordinated by a liaison hired specifically to coordinate services between the two systems, the majority of respondents felt that there was a need for this position. Difficulties with information exchange and transference of records, including IEPs, were identified.

Treating offenders with educational disabilities.

“…Cooperation between the public schools, community agencies, and correctional education programs seldom occurs. Identifying offenders with disabilities often is slowed by the difficulty in obtaining previous educational records, and institutional educational records are rarely forwarded to educational or vocational programs in the community once the offender returns to the community (Lewis, Schwartz, & Ianacone, 1988). In addition, no single agency accepts the responsibility for providing transition services.…”

A Researcher–Practitioner Agenda for Studying and Supporting Youth Reentering School After Involvement in the Juvenile Justice System

“…Research on the overlap of agencies highlights a lack of communication and information sharing regarding JJ-involved youth generally (Balfanz et al, 2003; Belkin, 2017; Cole & Cohen, 2013; Kubek et al, 2020; Lewis et al, 1988; Richardson et al, 2013; Spegel, 2016), and transition planning specifically (Watkins, 2007), among the involved agencies. Agencies may have competing and conflicting priorities and policies that complicate the reentry process (Belkin, 2017).…”