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• W48793986 abstract "Few educational agencies have developed guide lines or procedures for involving handicapped student's in the IEP planning process, although Public Law 94 142 provides for the participation of students in meet ings to develop the individualized education program (IEP). This paper will review procedures for involving adolescent special education offenders in the IEP decision-making process through structured Pre-IEP Conference Interviews. Specific procedures for IEP orientation, guided self-evaluation, and goal setting result in less hostile, better informed, and better moti vated students attending IEP Planning Conferences and wider choices of individualized instruction, sub sequently, provided in classrooms. Introduction: The Problem Although Public Law 94-142 provides for the partici pation of students in meetings to develop the Individualized Education Program (1EP), few educational agencies have developed guidelines or procedures for involving handi capped students in 1EP planning process. In contrast, current teachers of handicapped students are routinely involved in IEP procedures. The purpose of this article is to describe juvenile male offender involvement in the IEP planning process. Specific procedures for providing offender IEP Planning Confer ence orientation and motivating offender input in the educational process will be discussed. These IEP procedures have been developed at Louisiana Training Institute-Monroe, a Louisiana Department of Public Safety and Corrections facility for juvenile male offenders (ages 14.8 to 20.11) at Monroe, Louisiana. Currently, there are 204 offenders in the general popula tion and 18 offenders in the Juvenile Adjustment Center, a maximum-custody, maximum-security unit for older hyper aggressive juveniles have exhibited an inability to function within a general population at the four referring institutions. There are 44 general population and six Juvenile Adjustment Center offenders (or 22.52% of the total population) enrolled in special education programs at present. Review of Literature In the past, school administrators, psychologists, social workers, and physicians frequently made the educa tional decisions which teachers were expected to imple ment (Morgan, 1981). Presently, much progress has been made by educational agencies toward securing parental participation in educational planning (Gillespie and Turn bull, 1983) with parental attendance in IEP meetings 75% and higher (Morgan, 1982). However, obtaining parental involvement in the educational decision-making process has been more difficult to implement in correctional facilities (Smith, Ramirez, & Rutherford, 1983). Greater parent participation has been secured through the use of buses or car pools for meetings and arrangements with local social services agencies (Smith, Ramirez, & Ruther ford, 1983), and conference calls (Freasier & White, 1983). Even with these procedures for securing parental involvement in the educational decision-making process, there are many parents who can not or will not (Smith, Ramirez & Rutherford, 1983). Currently, there is impetus to maximize student involvement in learning through developing the vested interest in their intervention program (Deshler, D.D. & Schumaker, J.B., 1986). Enhanced performance is pro duced when: Students are allowed to participate more actively in educational decision-making and to assume more responsibility for determining instructional activities and outcomes (Algozzine & Maheady, 1986); Students regularly set goals and evaluate their progress (Seabaugh & Schumaker, 1981), take part in individualized educa tion program conferences as an active participant (Van Reusen, 1985), and use a self-monitoring checklist which serves as a reminder to the student of the learned and an indication of when he or she is expected to apply the skills (Anderson-Inman, 1986). Goal-Setting Rationale corrections students are oiten locnea into sen defeati g patterns that may go back to childhood, further contributing to unproductive academic behaviors. These students are victims of repeated material failures in a society which places a high premium on material success... (while)...everything in their past points to a hopeless" @default.
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• W48793986 date "1986-01-01" @default.
• W48793986 modified "2023-09-23" @default.
• W48793986 title "Involving Juvenile Offenders in the IEP Planning Process." @default.
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