Special Education and Transition Services in a Detention Center School

• NCJ Number: 133355
• Journal: Journal of Correctional Education Volume: 42 Issue: 3 Dated: (September 1991) Pages: 152-158
• Author(s): P M Moran
• Date Published: 1991
• Length: 7 pages
• Publication Format: Article
• Publication Type: Program Description (Model)
• Language: English
• Country: United States of America
• Note: *This document is currently unavailable from NCJRS.

Annotation

The transition model for identifying the special education students as designed and implemented at the county detention center located in Seattle, Washington during the summer of 1989 is compared to the model as it was maintained.

Abstract

Twenty-six percent of the individuals who had been admitted to the detention center and had attended local public school were special education students, a proportion greater than three times that found in local public secondary schools overall. Severely behaviorally disabled students were found in proportions 13 times as large, learning disabled students in proportions almost 3 times as large, and mildly mentally retarded students in proportions almost 2 times as large. The special education identification process in place at the detention center had been ineffectively maintained so the actual proportion of special education students accessing the detention center may have been higher. Further, the flawed identification system served to delay and even prevent timely educational services by the special education teacher. The special education student identification process now in place at the detention center school needs to be maintained as originally designed and implemented. 20 references