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The “learning disabilities to juvenile detention” pipeline: a case study
- Author:
- MALLETT Christopher A.
- Journal article citation:
- Children and Schools, 36(3), 2014, pp.147-154.
- Publisher:
- Oxford University Press
Adolescents becoming formally involved with a juvenile court because of school-related behaviour and discipline problems is a phenomenon known as the school-to-prison pipeline. Adolescents with learning disabilities are disproportionately represented within this pipeline. A study was conducted to review the outcomes for a population of youthful offenders (n = 433) in two juvenile courts in the Midwest, and it was found that youthful offenders with learning disabilities, when compared with nondisabled youthful offenders, were more likely to be suspended from school, were adjudicated delinquent at younger ages, and were more frequently held in detention centres. These outcomes are all risk factors for ongoing delinquent behaviours and, for some, eventual adult criminal court involvement. It is recommended that the juvenile courts continue to shift toward a rehabilitative paradigm in working with this more vulnerable offender population, including increased use of social workers. (Edited publisher abstract)
Children with learning disabilities whose behaviours challenge: what do we know from national data?
- Author:
- PINNEY Anne
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2014
- Pagination:
- 34
- Place of publication:
- Chatham
This data supplement, written to accompany the briefing paper 'Early intervention for children with learning disabilities whose behaviours challenge', presents the findings and recommendations from an analysis of all the available national data on children with learning disabilities and behaviour that challenges in England, in 2013. It draws on SEN (Special Educational Needs) data collected by the Department for Education (DfE) and the Learning Disabilities Census, which provides information children and young people with a learning disability, autistic spectrum disorder and/or behaviour that challenges, who were in-patients in assessment and treatment centres in September 2013. For school data the report analyses information on the number of children with learning difficulties or autistic spectrum disorders and their individual characteristics; types of schools attended; residential and 'out of area' placements; trends in special school placements and costs. The Learning Disabilities Census analysis provides information on the number of children who were in-patients in assessment and treatment centres and the use of anti-psychotic medication and incidents of concern. Recommendations for improving national data in relation to residential placements, independent schools and cost data are then provided. (Edited publisher abstract)