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The new leverage briefs are the culmination of OSEP’s Attract, Prepare, Retain: Effective Personnel for All Initiative and highlight 13 leverage points covering strategies recognized by various stakeholders as essential to addressing critical shortages in the special education workforce.
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The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and...
Institutional education plays a critical role in reducing recidivism and increasing post-release success for youth in correctional facilities.
Various agencies at several levels of government are involved with providing services to youth with disabilities in correctional facilities and planning for their reentry into the community.
Resource page for coordinated aftercare services.
List of resources pertaining to expeditious records transfers as it relates to juvenile corrections.
Overview and key principles of practice as they relate to facility-wide practices for juveline justice. Historically, juvenile correctional facilities have operated under a deficit- or punitive-driven model when addressing the behavioral and academic needs of youth with disabilities.
As a condition of receiving Federal funds under the Individuals with Disabilities Education Act (IDEA), States must demonstrate to the U.S. Department of Education that they have policies and procedures in place to fully comply with the law’s requirements. IDEA guarantees that youth with disabilities within correctional facilities have access to a free appropriate public education (FAPE).To ensure the availability of FAPE, IDEA specifies procedures to identify youth with disabilities, address their needs, and design individualized supports and services to help them meet academic and behavioral expectations. In addition, IDEA requires youth to be educated in the least restrictive environment (LRE). For youth with disabilities in correctional facilities, this means that, to the extent possible, they are to be educated with those who are not disabled. Removing youth with disabilities from the regular educational environment should occur only if the severity of the disability is such that satisfactory performance in regular classes cannot be achieved. Also, under IDEA, eligible youth are entitled to an individualized education program (IEP) that details the specially designed instruction and related services that they require. IDEA compliance requires (1) the identification of youth with disabilities who have not previously been identified by the school before they entered the correctional facility, and (2) for identified youth, the continued adherence to their IEPs while they are enrolled in a facility.
List of resources for Tiered academic and behavioral supports.
This toolkit includes evidence- and research-based practices, tools, and resources that educators, families, facilities, and community agencies can use to better support and improve the long-term outcomes for youth with disabilities in juvenile correctional facilities.
List of resources pertaining to interagency agreements as it relates to juvenile corrections.
Youth and family involvement in the transition plan are important components of a successful plan. Family support is a powerful, preventive mechanism that supports youth resiliency and has a significant impact on the successful reentry of youth in the corrections system back to their homes and communities.
The Office of Special Education Programs (OSEP) has developed a voluntary State Correctional Education Self-Assessment (SCES) to assist States in self-assessing their systems for providing special education and related services to students with disabilities in correctional facilities.
List of resources pertaining to staffing as it relates to juvenile corrections.
The Office of Special Education Programs (OSEP) has developed this voluntary State Correctional Education Self-Assessment (SCES) to assist States in self-assessing their systems for providing special education and related services to students with disabilities in correctional facilities.
Research tells us that juveniles experience extremely high recidivism rates (up to 55%), and it is even worse for those with disabilities. Moreover, many youth do not reengage with educational systems after exiting from correctional systems.