Mary,

 

I work with SpEd in a correctional facility whish deals with male inmates , ages 19-25, who were adjucated as Youthful Offenders. The Case Study of your student (I, personally, would prefer to address him like this versus felon) is a typical story of our customers. Our facility is a program one which means that inmates have to attend at least one of the facility programs to meet the sentence requirements. Out of all the population, roughly one third  is currently served or have been served as SpEd population under IDEA. Inmates attend academic/vocational programs within facility Department of Education. All of what applied to your Case study, applies to majority of our SpEd students (41%SLD, 47% EH, EMH, SED, EBD), who have self identified in reception centers and have been verified through school system (which, truely, IS quite a dilemma, given their drop-out history).

 

Our main concern, however, is what happens to them when they leave us. 

 

Right now, 1) we observe changes in the level of services provided on a state level within the correctional system(=reduction of available educational/vocational programs); 2) changes in the psychodynamics of the society seem to result in adolescence to extend from ages 14- 18 - to 25. We are dealing with more and more adults who are not ready to become adults; 3) availability of post release services is reducing due to economic hardship and the growing number of disabled people who seek VocRehav assistance. Even those inmates who have obtained their GED within our facility (quite a few of them have been SpEd), upon release have serious problems with transition.

 

One of the solutions to this problem (in light of the funding reduction) could be training of all staff who deal with disabled inmates (juvenile system including) in the field of SpEd. From my own experience I know, that quite often problems of SpEd inmates are looked at as SpEd staff or Education Department issues; however, your case study is a clear example of the magnitude of the problems, which encompasses the classroom walls. I am currently providing pre service training to ALL of our facility staff and peer tutor training in the area of SpEd.  It helps to achieve one essential goal: What our general ed teachers cannot do on their own due to numbers of the students  (goal setting skills, sequencing, self advocacy, social skills, etc.), our extended staff (correctional officers, counselors, food service workers) do. These are the skills, that more than academic, help our students survive upon release.

 

Tatyana Exum

SpEd Instructor

Lake City Correctional Facility

 

 

 

 

 

 

 


> Date: Mon, 2 Nov 2009 15:36:58 -0500

> From: basmith at wflboces.org

> To: learningdisabilities at nifl.gov

> Subject: [LearningDisabilities 4218] Re: Case History of an AdultDefendant - Posted by Dr. Mary Loescher

> 

> HI All, I read most of your notes but rarely send in comments. 

> 

> You should look into NYS Education Dept. under NCLB and the Neglected and Delinquent Title 1 Part D for rules and regulations on disbilities. IDEA is also addressed here. For the county jails - the timeline for addressing the disabilities, the cost to the school districts where the jails are located, the length of stay of the youth (16 years old and up) - both sentenced and unsentenced, all makes it difficult for the programs. Our teachers get in touch with the student's home school for IEPs but that assumes the student is enrolled in school. It is very challenging to say the least. 

> However on a positive note..I think NYSED is really working hard to get disabilities diagnosed and addressed. Bobbi

> 

>

 		 	   		  
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