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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 151-164 |
| Number of pages | 14 |
| Journal | Exceptionality |
| Volume | 24 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 2 2016 |
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ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Special Education Advocacy in the Juvenile Justice System : Perspectives from Probation Officers. / Burke, Meghan M.; Dalmage, Heather.
In: Exceptionality, Vol. 24, No. 3, 02.07.2016, p. 151-164.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Special Education Advocacy in the Juvenile Justice System
T2 - Perspectives from Probation Officers
AU - Burke, Meghan M.
AU - Dalmage, Heather
PY - 2016/7/2
Y1 - 2016/7/2
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=84961391065&partnerID=8YFLogxK
U2 - 10.1080/09362835.2015.1064413
DO - 10.1080/09362835.2015.1064413
M3 - Article
AN - SCOPUS:84961391065
VL - 24
SP - 151
EP - 164
JO - Exceptionality
JF - Exceptionality
SN - 0936-2835
IS - 3
ER -