This article describes a research study of Oregon juvenile corrections educators. The study examined the understanding the educators had of their role in the special education process and how that understanding influenced their instruction for students with disabilities.

The research involved interviews with respondents representing the Youth Corrections Education Programs in Oregon. The data revealed five leading issues for regular education teachers in the juvenile corrections education programs. The issues that emerged were accommodations for students with disabilities, responsibilities for the delivery of special education, special education eligibility, student medications, and transition services. The educators believed the special education personnel and administrators were primarily responsible for the education of students with disabilities.

Implications are drawn for educational practice and further research. Discussion in the area of educational practice centers on professional development for regular education teachers in special education law and student eligibility. An alternative role for the special education teacher is proposed, incorporating classroom modeling and consulting. Finally, the topic of adaptive curriculum to accommodate the needs of special eduction students is considered.

The student population of juvenile corrections education programs is a unique assembly. Many of these students were public school dropouts at an early age; therefore, they tend to be two to three years behind their peers in academic skills (Rider-Hankins, 1992). One major difference between the juvenile corrections residents and the public school population is that a significant portion of the students in corrections education qualified for special education services. However, very few of the juvenile corrections educators I have talked to or worked with have had specific training for working with a large population of special education students.

National studies disclose that high percentages of youth in juvenile correction facilities qualify for special eduction services. The prevalence of students in juvenile corrections education who qualify for special education is estimated to be from 30% to over 70% (Bullock, 1994; Casey & Keilitz, 1990; Leone, Meisel, & Drakeford, 2002; Rutherford, Nelson, & Wolford, 1985).

Regular education teachers typically receive little instruction in the area of special needs students even though they are required by Federal and state law to participate in the development and implementation of student Individual Education Plans (IEPs). Educators working with youth in correctional institutions seldom have background or training in special education beyond their basic initial teacher preparation. Corrections educators are unfamiliar with special education law, their required role in the student IEP, or how these components should influence their classroom practice. Knowledge of characteristics of disabled youth is needed to allow educators to design and modify the general education curriculum to meet the needs of these students in juvenile correctional facilities (Platt, Wienke, & Tunick, 1982). Currently, in Oregon, teachers in the youth corrections education programs are only required to hold a Basic or Initial Teaching License at the middle or high school level, or a vocational licensure. There is no special training for either the correctional aspect of the teaching environment or for the high prevalence of special needs students in the classroom.

The goal of this study was to communicate the results with the Oregon Department of Education and the Youth Corrections Education Programs. The hope is that the information collected will be used for improving staff development regarding instructing special education students in the juvenile corrections classrooms.

Educator Interviews

The purpose of the study was to investigate the comprehension of juvenile corrections educators regarding special education and how that understanding influences their instruction and practice for special needs students. Personal interviews and demographic surveys were conducted with teachers from 12 statewide youth correctional facilities in both a face-to-face and telephone interview format, since the educators in the study were located statewide. The interview questions were designed to disclose the knowledge these educators have concerning their awareness of special education law and its impact on their special needs students.

Phase I

Phase I was conducted to check the interview protocol for ease and depth of understanding on the part of participants. Twelve teachers from one school within the Oregon Youth Corrections Education Program (YCEP) participated in the initial interviews.

The initial interview protocol consisted of exploratory, open-ended questions aimed at encouraging the participants to give their personal knowledge, opinions, and beliefs regarding the special education process for their students, their involvement in the IEP process, and to ascertain how their knowledge affects classroom practice. The participants were asked a structured set of questions concerning teachers’ roles and responsibilities in the IEP team, awareness of their responsibilities to the implementation of the student IEP, and awareness of responsibility to the specific accommodations, modifications, and supports that must be provided to a student with disabilities.