Special Education Advocacy in the Juvenile Justice System: Perspectives from Probation Officers

Autor/inn/en	Burke, Meghan M.; Dalmage, Heather
Titel	Special Education Advocacy in the Juvenile Justice System: Perspectives from Probation Officers
Quelle	In: Exceptionality, 24 (2016) 3, S.151-164 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2015.1064413
Schlagwörter	Special Education; Advocacy; Juvenile Justice; Caseworkers; Disabilities; Interviews; Barriers; Qualitative Research; Phenomenology; Grounded Theory; Documentation; Cooperation; Communication (Thought Transfer); Parent Participation; Age + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Sozialanwaltschaft; Jugendgerichtshilfe; Handicap; Behinderung; Interviewing; Interviewtechnik; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Dokumentation; Co-operation; Kooperation; Communication; thought; Kommunikation; Gedanke; Elternmitwirkung; Alter; Lebensalter
Abstract	Although students with disabilities are over-represented in the juvenile justice system and frequently receive poor educational services, few studies have examined strategies to increase compliance with student needs and individualized education programs. In this study, we conducted interviews with eight probation officers in the Advocacy Unit of a juvenile justice system in a large Midwestern city. We examined the advocacy strategies used by the probation officers as well as the barriers they faced in ensuring court-involved youth received appropriate educational supports. Advocacy strategies included: documentation, collaboration with other stakeholders, and assertive but not aggressive communication. Probation officers also mentioned more creative advocacy strategies. Barriers to effective advocacy included: poor working relationships with schools, older age of youth, and obstacles to parent involvement. We discuss implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01