Teaching and Learning
This section includes information on a variety of areas related to teaching and learning in settings for youth who are neglected, delinquent, or at risk, including instruction within the content areas, teacher recruitment, retention and professional development, academic support services, and serving youth with special needs.
School and classroom environments can have a significant effect, both positive and negative, on the academic success of students who are neglected, delinquent, and at risk of educational failure. Many students within these settings experience factors that can impede their academic success, including learning disabilities, mental health issues, and/or trauma in their lives. Creating highly structured and supportive learning environments and providing development and training opportunities for teachers and staff can make a profound difference in students’ ability to thrive academically and socially.
Title I, Part D, can play an important role both in supplementing schools’ quality core education with programs and practices aimed at meeting students’ needs and also in supporting the teachers, tutors, mentors, counselors, and others who work with and challenge the students every day.
This issue brief addresses features of juvenile detention facilities as well as the characteristics of youth who find themselves in detention centers. The authors, Peter Leone and Carolyn Fink offer three overarching principles of educational programming for youth in detention and provide a description of flexible and high quality educational services in short-term juvenile justice facilities.
Students with Special Needs Resources
This issue brief from NDTAC defines foundational concepts related to the implementation of multi-tiered systems of support (MTSS) in residential juvenile facilities. It describes promising research and provides steps and considerations to review when making adaptations during the planning and implementation of an MTSS in facilities. It also highlights three programs that exemplify key concepts covered in the brief, such as obtaining youth and staff buy-in and measuring outcomes.
Access to high-quality education for youth is critical to their long-term success as adults. Youth in juvenile justice secure care facilities, however, too often do not have access to the high-quality education and related supports and services that they need, particularly youth with disabilities residing in such facilities.
This Dear Colleague Letter on Individuals with Disabilities Education Act for Students with Disabilities in Correctional Facilities, issued by ED’s Office of Special Education and Rehabilitative Services, clarifies state and public agency obligations to provide a free, appropriate public education to eligible students with disabilities who reside in correctional facilities.
The National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) supports the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) in its mission to respond to Title III educational needs, and implement NCLB as it applies to English language learners (ELLs).
NASDSE provides services to state agencies to facilitate and maximize educational outcomes for individuals with disabilities.
Academic Support Services Resources
Teaching & Learning in the Content Areas Resources