Youth with Disabilities in Juvenile Corrections: A National Survey

Abstract

Improving our knowledge of the number of incarcerated youth with disabilities can assist educators, other professionals, and policymakers to develop more effective services for youth. This article reports the findings of a national survey conducted to determine the number of youth identified as having disabilities in the juvenile corrections systems in the United States. The data show that, when compared to the national average, there is an overrepresentation of students identified as having disabilities, especially emotional disturbance, in those systems.

The role of self-determination in informal and formal science learning contexts

“…Autonomy support led to intrinsic motivation and positive attitudes towards science. The deprivation of psychological needs, however, has been reported to lead to unfortunate consequences such as dropout (Eisenman 2007;Hardre and Reeve 2003) and, in extreme cases, criminality (Quinn et al 2005;Winters 1997) or even suicidal behaviour (Bender and Wall 1994;Svetaz et al 2000).…”

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

“…Compared to their peers, these students are more likely to have lower grades, fail more courses in school, have higher absenteeism, drop out of school, and are less likely to graduate (Boreson, 2006;Reid, Gonzalez, Nordness, Trout, & Epstein, 2004;Shriner & Wehby, 2004). Students with EBD are also more likely to face incarceration at some point during their lives, and less likely to obtain post secondary education or maintain a stable job (Bullock & Gable, 2006;Carter & Lundsford, 2005;Gable, 2004;Quinn, Rutherford, Leone, Osher, & Poirier, 2005). To compound these difficulties, students with EBD have their voices heard the least, are empowered the least, and are the least liked group of students (Baker, 2005;Cooper, 2006;Lewis & Burman, 2008).…”

Re-Arrest Among Juvenile Justice-Involved Youth: An Examination of the Static and Dynamic Risk Factors

“…A large number of youth involved in the juvenile justice system have special educational needs because of learning disabilities, mental illness, and substance use (Maschi et al, 2008;Quinn et al, 2005). According to Quinn et al (2005), the most common disabilities for juveniles in corrections were emotional disturbance (47.7%), learning disabilities (38.6%), and mental retardation (9.7%).…”

“…According to Quinn et al (2005), the most common disabilities for juveniles in corrections were emotional disturbance (47.7%), learning disabilities (38.6%), and mental retardation (9.7%). Furthermore, evidences suggest an association between low academic achievement, learning disabilities, mental health status, and juvenile re-arrests ( (2005) found that substance-abusing youth were likely to be re-arrested regardless of the prior reports of delinquency, gender, race/ethnicity, age, follow-up time, or data source.…”