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Abstract
The US juvenile justice system has gone through many changes since its inception in the late 1890s. Even with these changes and more than 100 years of empirical research, there is a paucity of literature published on juvenile delinquents with disabilities. The present article focuses on juvenile delinquents with disabilities, addressing definitional issues, prevalence and incidence data, types of educational and mental health services available, and future directions for research.
Acknowledgement
Preparation of this article was supported, in part, by the David and Minnie Meyerson Foundation’s ‘Project on Research, Advocacy and Policy Studies on Disability’ at the University of Arizona and by the University of Arizona’s ‘Arizona Children’s Research and Policy Studies Project’.
Notes
1. The Education for All Handicapped Children Act (1975) and IDEA (Citation1990, Citation1997, Citation2004) mandated comprehensive educational services for all handicapped children in the US and required that children with disabilities have direct access to all educational services which are necessary for promoting their cognitive, social, emotional and physical development and/or communication skills.
2. An ‘individualized educational program’ (IEP) is mandated by IDEA and is essentially a curriculum guide for school personnel regarding the delivery of special education services to a particular student. The IEP is developed by the student’s teacher(s) and other school personnel and must be approved and signed by the student’s parents/guardians, teachers and school administrators.