Advocating for Children with Disabilities in the Juvenile Justice System. Monograph Series on Education, Disability and Juvenile Justice.

Autor/inn/en	Smith, Carl R.; Esposito, Joan; Gregg, Soleil
Institution	American Institutes for Research, Washington, DC. Center for Effective Collaboration and Practice.; National Center on Education, Disability and Juvenile Justice, College Park, MD.
Titel	Advocating for Children with Disabilities in the Juvenile Justice System. Monograph Series on Education, Disability and Juvenile Justice.
Quelle	(2002), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Behavior Disorders; Child Advocacy; Compliance (Legal); Intervention; Juvenile Justice; Lobbying; Mental Retardation; Prevention; Program Development; Secondary Education + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kinder- und Jugendanwaltschaft; Jugendgerichtshilfe; Geistige Behinderung; Prävention; Vorbeugung; Programmplanung; Sekundarbereich
Abstract	This monograph, one of a series on disabled youth and the juvenile justice system, discusses the crucial role of advocacy for these youth, stressing the importance of understanding the connection between disabilities and problematic behavior. It describes the multiple barriers that often hamper youth with cognitive and other disabilities from receiving appropriate interventions that might help them avoid contact with the justice system or teach them new patterns of behavior after they have been incarcerated. Among suggested principles to guide advocacy are the following: (1) enforce the legal requirement that schools identify and evaluate children suspected of having cognitive disabilities; (2) provide child-serving professionals and families with needed information and tools; (3) establish a continuum of graduated interventions and sanctions; (4) provide a range of placement options in the least restrictive environments; and (5) encourage interagency cooperation to maximize the resources available. Advocacy strategies focus on the areas of research, public education and working with the media, individual case advocacy, coalition building, legislative or administrative advocacy, and litigation. Appended are a description of a model program for youth with cognitive disabilities and descriptions of 14 organizational resources. (Contains 31 references.) (DB)
Anmerkungen	EDJJ Monographs, College of Education - EDSP, University of Maryland, 1308 Benjamin Building, College Park, MD 20742-1161 (Individual copies, $3.50; Complete set of 7 monographs, $24). Tel: 301-405-6462; Fax: 301-314-5757; e-mail: edjj@umail.umd.edu; Web site: http://www.edjj.org. For full text: http://cecp.air.org/juvenilejustice/docs/Advocating%20with%20Children%20with%20Disabilities.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01