IDEA-Related Professional Development in Juvenile Corrections Schools

Autor/inn/en	Gagnon, Joseph Calvin; Steinberg, Mary Anne; Crockett, Jean; Murphy, Kristin M.; Gaddis, Justin
Titel	IDEA-Related Professional Development in Juvenile Corrections Schools
Quelle	In: Journal of Special Education Leadership, 26 (2013) 2, S.93-105 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Federal Legislation; Educational Legislation; Disabilities; Equal Education; Institutionalized Persons; Correctional Education; Correctional Institutions; Youth; Compliance (Legal); Court Litigation; School Policy; Administrator Role; Professional Development; Knowledge Level; Special Education; Disability Identification; Adaptive Testing; Inclusion; Civil Rights; Parent Participation; Online Courses; Individualized Education Programs + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Fürsorgeerziehung; Jugendstrafvollzug; Jugend; Jugendlicher; Jugendalter; Rechtsstreit; Schulpolitik; Wissensbasis; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Bürgerrechte; Grundrechte; Zivilrecht; Elternmitwirkung; Online course; Online-Kurs; Individualized education program; Individualisierendes Lernen
Abstract	Incarcerated youth are among the least academically and behaviorally competent students in the United States. In spite of juvenile justice reform efforts, including state and federal guarantees of appropriate education, educational services in juvenile corrections (JC) schools, especially for youth with disabilities, are lacking (Houchins, Jolivette, Shippen, & Lambert, 2010; Houchins, Shippen, & Jolivette, 2006). The failure of states and local jurisdictions to implement the Individuals with Disabilities Education Act (IDEA) 2004 statute and 2006 regulations in JC is a significant national policy concern (Gagnon, 2010). Furthermore, JC schools have a disturbing record of noncompliance with federal special education requirements due, in part, to inadequate oversight and enforcement at the local education agency (LEA) and state levels (Gagnon & Barber, 2010). At least 56 lawsuits against JC schools have focused on various aspects of the six principles of IDEA: (1) zero reject/child find; (2) nondiscriminatory testing; (3) individual education program (IEP); (4) least restrictive environment; (5) procedural due process; and (6) parent participation. Possession of IDEA-related knowledge by JC school leadership is essential for implementation of IDEA policy at the school level. However, school leaders typically lack a comprehensive understanding of IDEA requirements. Thus, it is essential that JC school and facility leadership teams gain knowledge of IDEA via comprehensive professional development (PD). The goal of this article is to identify critical areas of need and to suggest a plan for improving knowledge of IDEA, as well as to provide information and recommendations that could facilitate an institutional review and revision of JC school-level policy and practice. The purpose, therefore, is to identify and discuss (1) concerns related to IDEA regulations; (2) issues related to transfer of administrator and key personnel knowledge of IDEA to school-level policy and practice; (3) key components of effective professional development (PD) in JC; and (4) the potential for online PD. (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01