The Informed Practice of School Psychology as it Relates to Adjudicated Youth Who Are in Need of Special Education Services.

摘要

Every year within the United States, a disproportionate number of minority male juveniles are committed to correctional placements. Adjudicated youth present with a history of negative educational experiences, including academic and school-based behavioral issues. This at-risk student population typically experiences precipitating environmental and sociocultural factors that also contribute to negative outcomes. The potential for internal and external behavioral problems is increased for this student population. The impact of these negative factors can become exacerbated when combined with a disability. Overrepresentation of special education students across the spectrum of court involvement has been identified, with minority special education students being the most overrepresented. When considering the skills necessary for working with this at-risk population, a comprehensive understanding of these risk factors must be examined. The decline into delinquency can begin early due to initial academic failure in acquiring basic literacy skills. School psychologists are in a prime position to advocate for positive school climates, advocate for fewer exclusionary discipline practices, and seek to improve student achievement as a delinquency prevention effort. Difficulties in implementing special education services within correctional facilities will be addressed. The informed practice of school psychology and minority adjudicated youth will be examined, including primary, secondary, and tertiary prevention and intervention strategies. A review of programs proven effective with minority juvenile student populations will also be thoroughly examined. Development of educational programs focusing on professional development practices will be recommended.;Keywords: adjudicated, juveniles, minority, school psychology, special education.