special education process
Juvenile corrections educators: Their knowledge and understanding of special education
Abstract
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.
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