Module 1: Overview of the Juvenile Justice, Mental Health, and Substance Abuse Treatment Systems

6A. Schools and Special Education

Educating youth with co-occurring disorders often presents special challenges. Within juvenile justice institutions, youth behavior often makes participation in education programs difficult. Many of these youth drop out of school. Learning difficulties, attention problems, and significant gaps in basic academic skills require teachers to be prepared to individualize a curriculum in order for these youth to gain mastery over developmentally appropriate material. Past failure often undermines youths' motivation for academic challenges.

Special Education

It is estimated that between 28 percent and 42 percent (Krisberg et al., 1987) of incarcerated youth meet criteria for special education services and that 34 percent are functionally illiterate. Qualified youth are required to have at least 5.5 hours of educational programming per day and are not allowed to be expelled from an education program. In addition, they are required to have an Individualized Educational Plan (IEP) developed by a multidisciplinary team with the participation of a parent or guardian, and goals and outcomes need to be monitored on a regular basis.

The Americans with Disabilities Act (ADA) also requires schools in the community and juvenile justice institutions to accommodate the specialized needs of youth with co-occurring disorders. Mastery of basic elementary and secondary educational tasks by fulfilling the requirements of a high school diploma or general equivalency diploma is a typical goal of most juvenile justice educational programs. Unfortunately, most quality jobs and careers require skills well beyond this level. These educational goals can be difficult to attain if a youth with co-occurring disorders is poorly managed.

Collaboration by clinical staff with educational personnel in designing incentives for youth to successfully participate in education programs and regular communication with parents on youth progress need to be integral components of treatment intervention planning. Planning, in conjunction with local school district officials and parents, related to placement in an appropriate school setting prior to a juvenile offender's return to the community will have a significant impact on a successful transition.