The school-to-prison pipeline for probation youth with special education needs.

Abstract

Juvenile justice-involved youth with special education eligibility may have distinct needs from other justice-involved youth that place them at higher risk of re-offending. This study examines the extent to which the comorbidity of risk factors, such as school challenges and mental and emotional health problems, is related to recidivism among probation youth with a diagnosis

Identification and characterization of learning weakness from drawing analysis at the pre-literacy stage

“…The first years of primary school represent a delicate period in which children build the basis of their knowledge and their whole life. Difficulties in the learning process must be promptly addressed, as they can affect whole children’s lives, resulting in early school abandon, behavioral problems 1 , or criminal attitudes 2 . Even in the digital era, handwriting is a fundamental skill for school-aged children 3 , but children who struggle with mastering it are comprised between 5 and 27% of the school-aged population 4 , 5 .…”

“…The aim of this work is to leverage drawings to automatically suggest directions for potential handwriting weaknesses remediation when handwriting is not learned yet. To achieve this goal, we can identify three subaims: (1) to assess the validity of the proposed tool in providing an objective evaluation of children's graphical abilities; (2) to detect which children mostly need to undergo a training program; (3) to locate the areas where children mostly need to be empowered.…”

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?

“…In addition, students with Attention-Deficit Hyperactivity Disorder (ADHD) may exhibit impulsive behavior that can result in an expulsion at higher rates than their non-ADHD peers (Arnold et al, 2020). As such, insufficient or poor impulse control has been associated with youth interacting with the justice system (Kim et al, 2021). We should acknowledge that emotional behavioral disorders can carry a certain degree of perceived stigma, thus a certain degree of diagnostic substitution may be occurring such that students are receiving a less stigmatizing diagnosis of ADHD or a learning disability (Barnard-Brak et al, 2013; Forness et al, 2012).…”