NCJ Number
85471
Journal
Journal of Correctional Education Volume: 32 Issue: 4 Dated: (January 1983) Pages: 27-30
Date Published
1982
Length
9 pages
Annotation
This paper describes the use of front-line staff at five residential correctional institutions and one classification unit for juveniles to identify the major problems hindering efforts to meet the educational needs of handicapped, incarcerated youth.
Abstract
The exercises in priority setting and problem identification took place during inservice training workshops focusing on topics specific to programming for exceptional, incarcerated youth. The workshops were held as a result of recognition of the shortage of special educators and other trained professionals for dealing with the large numbers of incarcerated youths with specific learning disabilities, emotional disturbances, and mental retardation. The 138 correctional staff included 102 academic teachers and 36 professionals from such disciplines as counseling, psychological testing, and vocational instruction. An adaptation of the Nominal Group Procedure was used to enable the groups of 8 to 12 to identify and set priorities among problems during a 5-hour period. The groups proceeded through a series of steps designed to produce a consensus about the three most important problems specific to implementing educational programs for juveniles with special needs. Over three-fifths of the identified problems were directly related to communication and organizational issues. Frequent statewide reorganizations and poor communication within and between institutions were frequently cited. Lack of relevant skills was not viewed as a significant problem. Findings indicate the need for clearer communication and delineation of responsibilities for programs. Tables and five references are included.