Improving Transition Support for Juvenile Offenders with Disabilities through a Collaborative Approach

Autor/in	Ochoa, Theresa A.
Titel	Improving Transition Support for Juvenile Offenders with Disabilities through a Collaborative Approach
Quelle	In: Intervention in School and Clinic, 52 (2016) 1, S.44-50 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451216630291
Schlagwörter	Recidivism; Delinquency; Correctional Institutions; Special Education Teachers; Behavior Problems; Emotional Problems; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Individualized Education Programs; Transitional Programs; Cooperation; Behavior Disorders; Delinquent Rehabilitation; Coordinators; Indiana + Suchen Sie Ihr Suchwort? Rückfall; Kriminalität; Jugendstrafvollzug; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Individualized education program; Individualisierendes Lernen; Co-operation; Kooperation; Koordinator
Abstract	Collaboration between special educators and transition coordinators is important to lower recidivism rates among juvenile offenders with disabilities. This column provides best practice transition guidelines and urges special education teachers, special education coordinators, and transition coordinators in juvenile correctional facilities to communicate among themselves and other professionals to collaborate during the transition period from the community to confinement and when juveniles with disabilities reenter the community. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01