School Personnel Perceptions of Youth With Disabilities Returning to High School From the Juvenile Justice System

Little is known about the perceptions of teachers of their students returning from the juvenile justice system, which can influence student relationships and student engagement, both of which are critical to reduce recidivism rates. This study utilized an online survey to examine the perceptions of...

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Bibliographic Details
Published in:The Journal of special education 2017-08, Vol.51 (2), p.95-105
Main Authors: Sinclair, James S., Unruh, Deanne K., Griller Clark, Heather, Waintrup, Miriam G.
Format: Article
Language:English
Subjects:
Accessibility (for Disabled)
Administrator Attitudes
Attitudes toward Disabilities
Barriers
Change Strategies
High Schools
Juvenile Justice
Juvenile justice system
Likert Scales
National Surveys
Online Surveys
Organizational Climate
Perceptions
Professional development
Recidivism
Reentry
Reentry Students
Related Services (Special Education)
Self Efficacy
Teacher Attitudes
Teachers
Transitional Programs
Wraparound programmes
Youth
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Summary:Little is known about the perceptions of teachers of their students returning from the juvenile justice system, which can influence student relationships and student engagement, both of which are critical to reduce recidivism rates. This study utilized an online survey to examine the perceptions of a convenience sample of 283 school personnel (e.g., special educators, administrators) from across the country on available transition services, school climate, self-efficacy, barriers faced during reentry, and supportive strategies. Findings indicate transition services are implemented inconsistently; personnel believe they have the ability to positively influence youth, yet they have low expectations for youth after graduation. Findings suggest opportunities for professional development on holding high expectations for youth, services to prevent negative outcomes. Implications for future research call for examination of wraparound services and analysis of transition services utilized across different states and regions of the country.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466916676089