Laura Kaloi (Moderator):
Welcome to LD Talk, the Web's only online discussion devoted to topics of interest to the learning disabilities community.

LD Talk is a service of the National Center for Learning Disabilities (NCLD). Funding for LD Talk is generously provided by The Charles and Helen Schwab Foundation. For more information visit www.schwablearning.org.

It's a pleasure to welcome you to today's chat. Thanks for joining us to discuss the topic: LD & the Juvenile Justice System: Understanding At-Risk Behavior and Ensuring Effective Services and Supports.

Individuals with learning disabilities (LD), and especially teenagers and young adults, are at increased risk of involvement with the juvenile justice system. Many people with LD (and ADD/ADHD) struggle to stay focused and well-organized, have trouble with expressive and receptive language, are poor listeners and experience delays or deficits in listening and reading comprehension, and are prone to process information too quickly or too slowly and inefficiently. Individuals with learning disabilities (LD), and especially teenagers and young adults, are at increased risk of involvement with the juvenile justice system. Many people with LD (and ADD/ADHD) struggle to stay focused and well-organized, have trouble with expressive and receptive language, are poor listeners and experience delays or deficits in listening and reading comprehension, and are prone to process information too quickly or too slowly and inefficiently.

It is especially important to know how to recognize features associated with LD in matters involving juvenile justice so the actions and intentions of these teens and young adults can be properly understood so they can be provided the services and protections they deserve.

So, let's get started. Today, I am honored to be joined by two experts, Lili Frank Garfinkel and Peter Leone, who will answer questions and reflect upon the specific types of behaviors that place kids with LD at-risk.

Lili Frank Garfinkel is the coordinator of the Juvenile Justice Project at the PACER Center in Minneapolis. PACER is a parent center for families of children and young adults with physical, emotional, cognitive and learning disabilities. PACER provides workshops, resources, individual advocacy, training and technical assistance for parents and professionals both in Minnesota and nationally. Educated at the University of Manitoba in Winnipeg, with some post graduate work in Minnesota, Mrs. Garfinkel has worked with underrepresented groups in Canada and Minnesota. She coordinated the Lets Prevent Abuse project for PACER in 1984-87, and started the Juvenile Justice Project in 1994, the first in the United States to consider the relationship between Juvenile Justice and the presence of disabilities. From 1999-2006 she was a member of the National Center on Education Disability and Juvenile Justice, a unique partnership which provided research, training and technical assistance as well as parent advocacy in this emerging field. Mrs. Garfinkel has been published widely and has presented across the country on a variety of topics pertaining to mental health, juvenile justice, special education and working with families. She has developed a handbook on Juvenile Justice and Mental health titled "Unique Challenges, Hopeful Responses," which is currently being revised and expanded to include more disability information, new IDEA regulations and issues including competency in court. She also co-authored a book with Dr. Andrew Slaby, "No One Saw My Pain" (Norton, 1994).

Peter Leone is a professor in the Department of Special Education at the University of Maryland. A former middle school special education teacher, Peter has spent a number of years studying the challenges faced by youth with disabilities who come into contact with the juvenile and criminal justice systems. He has directed the National Center on Education, Disability, and Juvenile Justice (EDJJ.org), worked with the courts and advocates in ensuring that incarcerated youth receive services to which they are entitled, and has published studies and reports related to school discipline, exclusion, and prevention. Dr. Leone received his B.A. in history and M.A. in Special Education from the University of Iowa and received his Ph.D. in special education at the University of Washington. He and his wife Diane have three children, Andrew, 19, Kimberly 16, and Matthew 10.

I am Laura Kaloi, Director of Public Policy at the National Center for Learning Disabilities, and I'll be moderating today's discussion. We have received a great response to today's topic- thank you!

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Question from Kim King, mother of LD student in grade school:
    What would be the behaviors associated with children who end up to be in the juvenile/court system? What is there to look out for?

Lili Garkinkel and Peter Leone:
    Peter and Lili: Kids in the juvenile justice system have behavior and mood disorders that include ADHD, Depression, Bipolar disorder, anxiety disorders, PTSD (a higher rate in girls in juvenile justice, many of whom have been sexually and physically abused.)

The rate of LD is at least a third but it is thought that a high number have never been identified; Conduct Disorder is the highest diagnosis but kids are not born with Conduct Disorder -- it is learned behavior.

The presence of a disability is one of many factors that make kids vulnerable to later involvement in the juvenile justice system; school failure, family history in the child protection system and others also contribute.

Information about these disorders and their symptoms can be found in a number of publications; PACER has one called Unique Challenges Hopeful Responses and it is free to parents at www.pacer.org. This publication is currently being updated.

Question from Anne Osowski, Graduate Student, Shippensburg University:
    In order for a relatively smooth transition from a juvenile delinquency center back to the community for individuals with LD, what kinds of support are generally provided to them and their family?

Lili Garkinkel and Peter Leone:
    Peter: While the services youth with LD receive as they re-enter the community will vary from one jurisdiction to another, in general transition planning in education and with probation and/or parole is an essential element. With regard to schooling, the plan should identify the secondary school, post-secondary education program, or work experience for the youth. For youth in commitment facilities, specific plans should have been developed with family and youth input. For youth in detention centers, when the lengths of stay are very short youth and parent input into post-institutional plans may be minimal. Some of the best post-institutional regulations governing re-enrollment of youth in schools were promulgated by Virginia this past year.

Another resource is the Job Accommodation network (www.jan.org) which includes excellent information for potential employers on accommodations. These are equally appropriate in any setting. Additionally, it is important when youth return to school, work or the community that the youth not be "set up"; for example if the youth has not attended certain classes because of his anxiety about reading or comprehension, see if that class can be introduced more slowly, and don’t make impossible demands (i.e. he Must...that realistically he cannot fulfill.) Together, work with the school in developing a mutually acceptable program.

Question from Donna Anderson Grandparent:
    If a child has landed in the juvenile justice system as the result of school-related learning issues that have become unbearable (and forced this student to exist in a disabling environment), who should understand and represent the student's real needs? Why are students punished further and put back into disabling situations? Why don't judges look beyond "disruptive and defiant" to see how the labels were earned?

Lili Garkinkel and Peter Leone:
    Peter: It is essential that you inform the court about your child's learning disabilities and the efforts you've made to ensure that he or she receives appropriate services in school. If your child has experienced behavior problems in school, you should ask that the school assist your child in addressing these issues through the IEP process. If the school convenes a meeting to determine whether behavior problems or violations of the school disciplinary code are a "manifestation" of a disabling condition, ask the school for information about how they arrived at their decision, particularly if they decide that that there is no relationship between the disabling condition and the behavior. In some instances, schools will incorrectly make the determination that there is no relationship between behavior and disabling condition because of the student's classification.

Lili: In addition to Peter's suggestions I would ask the school in writing for a Functional Behavioral Assessment, which is a process that looks at what triggers the child's behaviors...is it something that occurs in the reading class or the math class, for example. The IEP also requires that Positive Behavioral Interventions be integrated as part of the responses to the child's academic needs.

Laura Kaloi (Moderator):
    To learn more about a Functional Behavioral Assessment, visit NCLD's online Parent Center. Another resource is the Center for Effective Collaboration.

Question from Pat Wilkinson Parent:
    The school consistently disregards and/ or disbelieves reports that we give them about harassment and physical attacks inflicted on our son, who was identiified with a learning diability by the district in elementary school. When we went to the police, they said that unless it reached the level of a criminal violation they are not involved. How can we help our child?

Lili Garkinkel and Peter Leone:
    Peter: It is essential that you document the problems your son has experienced at school. When you say that the school disregards and/or disbelieves your reports, it may be that you haven't connected with the appropriate person in the school. While you don't indicate what grade your son is in, if he is in middle school or high school, there may be a an assistant principal and/or a school security office to whom you should direct your complaints. If the school fails to take your concerns seriously, consider contacting your state department of education or an attorney to explore other options.

Lili: If your child is receiving counseling because of this problem I would strongly encourage you to get a letter from the therapist and share it with the school. Documentation is very important. Most states have statutes that protect children in schools. I would also contact an educational advocate in your state as well as the state Learning Disability Organization chapter. There is no justification for bullying or sanctioning by the school. Your child should be protected from harassment and bullying at all times. If your child is in elementary school there is a bullying program and other resources on-line at www.pacer.org.

Laura Kaloi (Moderator):
    If you need to find a parent advocate, you can locate a parent training and information center in your area by visiting www.pacer.org (look under the Alliance project).

Laura Kaloi (Moderator):
    NCLD, in partnership with the National Council of Juvenile and Family Court Judges (NCJFCJ), is working to update essential information and provide resources, outreach and technical assistance to the juvenile justice community as well as parents around issues specific to teens and young adults with LD. Check back with us at www.ld.org for more information.

Question from Ellen Cook, Operations Associate, DPI Madison Wisconsin:
    Two kinds of education/training seem necessary for education and corrections staff. One kind is awareness of behaviors that indicate learning disabilities. This would be for administrators, staff, and teachers. The other would include introduction to strategies for dealing with and improving the behaviors in students. How can such broad goals and audiences be addressed? Should different groups of staff be educated/trained together or would separate kinds of efforts be better? What options are there other than the tracitional "workshop" format"?

Lili Garkinkel and Peter Leone:
    Peter: I believe that awareness training that might be targeted initially for custody or corrections staff to help them identify and/or understand youth with learning disabilities would also be appropriate for educators. Although educators may have received this training before, having them in sessions with their colleagues from custody enables them to discuss students they know and describe how specific behavior might be interpreted or misinterpreted.

With regard to specific skills related to managing behavior, all staff within institutions need to assume shared responsibility for incarcerated youth. When educators refer all management problems to custody and when custody believe they have a limited role in supporting education, there is a greater likelihood that youth will receive fragmented and possibly ineffective services.

Question from Bill Sower, Consultant, Safe Successful Schools, LLC:
    After teaching hundreds of learning delayed youth for 20 years in Michigan's most secure juvenile treatment facility and after serving as a public elementary principal, I want to ask one question: How do we convince more schools and more juvenile treatment programs that failing to provide research-proven, highly success-assured instructional methods (like ’Direct Instruction’)is inexcusable?

Lili Garkinkel and Peter Leone:
    Peter: This is the $64K question. I think one way to proceed is to carefully evaluate and disseminate the results of effective instructional methods. When educators working with students in secure settings provide effective services, there is often no data gathered to document the efficacy of programs. The exception of course is the parent, teacher, or administrator who collects data on individual youth and talks about their academic growth anecdotally.

Question from Lorraine Papineau, Mother, Grandmother, Learning disabled:
    How can we impress on teachers, including special education teachers, that these children are different and need special teaching methods? Also that the student may have attitude(s) because they have been labeled, for years, as having an attitude or no motivation and were just passed along.

Lili Garkinkel and Peter Leone:
    Lorraine, thank you for your question. We hear comments from parents and teachers all the time, and each shares frustration about how hard it is to ensure that every student is provided the type of instruction and support needed to be successful in school (and later in life). The keys to success for these students do not reside in any one person's hands but rather in effective partnerships and honest dialogue about expectations and desired outcomes. You are absolutely correctteachers need to have high expectations for achievement for their students (those with and without LD or other disabilities) AND they need the guidance and ongoing support of school administrators to get the specialized training they need to provide effective instruction. Schools need to make decisions about instruction based on each student’s level of need and not on their grade placement, chronological age or a concern about standardized assessments. And parents need to be engaged (frequently, not just once or twice during the school year or when problems arise) in conversations about how to support in-school learning through after-school activities, providing guidance and being a role model, sharing high expectations and when possible, building in incentives for hard work and good behavior. As per costing more money to teach the right way, we'd say that cost is not the most important factor. a commitment to being honest about expectations and needs, a willingness (by all involved) to be part of the solution (and not just spectators or passive participants), an understanding that good instructional decisions can only be made once you have accurate and reliable information about a student’s status and learning needs, and a willingness to measure progress and make needed adjustment along the way, these are the types of strategies and activities that will yield positive results for student with LD and others who struggle with learning -- and they probably don’t cost an extra dime!

The LD.org Web site is filled with resources to help you become better acquainted with your role (and rights) as an advocate for your child. From parent guides to information about research-based instruction, progress monitoring and more, the information offered by NCLD will help you be an effective and appreciated partner with school faculty.

Question from Anonymous:
    I am a teacher at an elementary school (K-6) in Phoenix, AZ. We have an SRO officer on campus because we are so big (1100+ students). Many of us believe that our police officer does not believe in Attention Deficient, which effects how she handles the students and their parents. Is there any required training for police officers before they are placed on school campuses? And, if not, do you feel their should be?

Lili Garkinkel and Peter Leone:
    Lili and Peter: We believe it is very important for police to receive training about child and adolescent behavior and characteristics of these diagnoses. This training is particularly important for school resource officers (SROs) whose primary job is to work with students and teachers to prevent serious behavior problems from occurring. While it may be difficult to determine who might be dangerous, SROs can help educators create and maintain a positive school culture in which all children are valued and differences are acknowledged. This is not to suggest that school security staff should ignore serious misbehavior. Rather, it suggests that it is essential that all those who work with children in the school are aware of the LDs, ADDs, and related information processing differences that some children have. SROs also need to know how to respond to behavior in ways that do not escalate behavior; they also need to know how to interact with kids in ways that minimized the likelihood of persistent inappropriate behaviors. Not all police are required to receive this training about individual developmental differences and disabilities among children. Training that demonstrates these differences in personal terms can help police officers assigned to school to be more effective at keeping the peace at the school and preventing problem behavior.

Question from Jeanne McGough, mother, Outreach Coordinator, Mental Health Ass'n Nassau County:
    Regarding what was stated: "People with LD struggle to stay focused and well-organized, have trouble with language, are poor listeners and experience deficits in listening and reading comprehension, and are prone to process info inefficiently. It is especially important to know how to recognize features associated with LD in matters involving juvenile justice so the actions and intentions of these young adults can be properly understood so they can be provided the services and protections they deserve."

Then what happens after they turn 18 and it's no longer the juvenile justice system, but the same deficits exist?

Lili Garkinkel and Peter Leone:
    Peter and Lili: Unfortunately, the adult system is considerably less forgiving. However, educating the adult system would be an excellent effort in terms of examining the risks and educating professionals about the impact of LD is critical. An information piece is in development about false confessions. We worry about how kids interact in police questioning and in court as well. All kids need information on how to interact and what not to say, even when provoked.

Question from lynn robinson- williams parent:
    What do I do as a parent? Our family problem seems to be genetics; and although we go to counseling, and take medications, I still see the wrong behavior. We struggle on our journey and I'm afraid that jail time is the only road for many to take.

Lili Garkinkel and Peter Leone:
    Lili: I hear such discouragement in your letter; jail is not the only response. The good news is that we know that the youth has some learning needs. Whether those are genetically based is important but equally important is what kinds of interventions are being attempted to address learning needs. Sometimes schools don't understand how learning disabilities may cause behaviors that get a child in trouble.

When I work with families I often like to have them think about how we would feel if we couldn't understand or felt stupid all the time. It can be very frustrating. I would get a copy of your child's IEP and educational evaluation and share it with an advocate in your state. If that doesn't work please contact the PACER Center at 1-800-537-2237 and I'll try and hook you up with the right resources.

Laura Kaloi (Moderator):

   For more information about students with disabilities in correctional facilities, see: Students with Disabilities in Correctional Facilities by Mary M. Quinn, Robert B. Rutherford, Jr., and Peter E. Leone

Question from Marc Lewkowicz, Psychologist, LDA Board member:
    What are the programs which are currently running that address LD issues in the delinquent; what are the outcome recidivism rates?

Lili Garkinkel and Peter Leone:
    Peter: I am not aware of any programs that specifically address delinquency among youth with learning disabilities. Typically when learning disabilities are addressed, it is in the context of education services and supports.

With regard to recidivism rates, there are no studies of which I am aware that examined recidivism rates with a focus on LD. In general, reported recidivism rates are highly suspect. When states or agencies report recidivism rates, means of gathering data and determining who is a recidivist is difficult to determine.

Question from Anonymous:
    Is there any nation wide data on the effectiveness of county jail special education programs and special ed programs in adult institutions for offenders under age 21.

Lili Garkinkel and Peter Leone:
    There is no national data on the effectiveness of special education programs in county jails or in adult institutions for students under age 21. These two settings represent places where securing appropriate education and related services for youth with LDs and other disabilities present the greatest challenge.

Question from Daniel C., parent, New York:
    I heard that there are some new findings from the National Longitudinal Transition Study that point to young adults with LD having a very high incidence of arrests and 'run-ins' with the police. Is this true? I can understand why it might be (these young people are not always great listeners, they often think one thing when the reality of the situation is different, and they are often not good at reading between the lines, so when they are asked one question they might answer anoither or misinterpret the question and respond in a way that could be misinterpreted as being rude or uncaring). Isn't this type of information critical to share with police officers and others who work in the justice system?

Lili Garkinkel and Peter Leone:
    Lili: You describe some of the social features of learning disabilities correctly. Often these youth may also have ADHD or depression in addition to the LD. Depending on the type of disability and whether the student remains in school or drops out youth with disabilities are arrested at higher rates. This trend could be reversed if kids were diagnosed earlier and were able to access services in a timely and effective way. Learning disabilities are often not diagnosed early, and kids respond to academic frustration with behaviors that will get them suspended or kicked out. As you may also know, depression and substance use are not uncommon among people with learning needs. Greater education about LD in school special education programs might also be very helpful.

Peter: The ‘high incidence' of arrests and ‘run-ins’ experienced by youth with LDs and other disabilities doesn’t suggest that these youth are more likely to commit delinquent offenses. Rather, I believe it suggests that when they do violate the law - or engage in questionable behavior - they are more likely to be apprehended than other youth. Social skills training, appropriate academic interventions and supports, accessible after-school and community programs, and strong connection between families and schools are elements associated with helping youth stay out of trouble.

Laura Kaloi (Moderator):
    Check out Schwab Learning's article Research Trends: Is there a Link between LD and Juvenile Delinquency?

Question from Mitchell Rappaport, Chairman, Center for People With Disabilities, Inc.:
    I am a Disabilities Advocate, formerly worked in the Adult Criminal Justice System, and currently work with At-Risk Youth at a Shelter, as well as in a Public School District. I reside in a City with major gang problems, and deal with many of the gang members. Do you have any specific advice re. how to deal with at-rish youths with disabilities, 15 - 17 years old, who reside in a home with young children (8 years old+)? The severity and types of disabilities range in degree. Through the Center we are beginning to deal with the myriad issues that spring from this, but your input and feedback is sought. Thank you.

Lili Garkinkel and Peter Leone:
    Peter: Having at-risk youth with disabilities at home with young children can present problems for parents or caregivers as well as for the young children in the home. In general, setting limits and expectations for behavior of the older youth around younger children at home makes sense. When older youth engage in behavior that places themselves and/or younger children at-risk for abuse, it is essential to develop a plan to anticipate potential problems before they occur.

Lili: Your concerns are understandable. Younger children will observe their older siblings' behavior and their parents' response to it; when parents are able to be consistent and fair it creates expectations for appropriate behavior. If there is a Parent Training and Information Center (PTI) in your state it might have trainings for parents (free) that address how to deal with inappropriate behaviors. Go to www.pacer.org to find a PTI near you. I would also contact disability organizations in your state. They may be able to assist you. Additionally, if you have a county services provider, they might make some suggestions for parenting resources, information and supports.

Question from Officer Jones, LAPD Youth Offender program:
    If kids with disabilities break the law they need to be accountable for their actions. The same goes for kids who do not have any documented disabilities. How should this 'accountability' system differ for these two groups of kids? And is it reasonable to think that schools and the juvenile justice system can really work hand in hand to prevent kids 'at risk' from falling between the cracks and getting in trouble? Especially in large urban areas, it seems like an impossible partnership. Any advice?

Lili Garkinkel and Peter Leone:
    Lili & Peter: There is no question that youth should be held accountable for delinquent or criminal behavior. However, whether they will learn better behaviors in jail is highly doubtful. Consequences come in many forms that include restorative justice, victim restitution, and other alternative sanctions. Anecdotal evidence indicates that many youth are being referred to police and the juvenile courts for behaviors that should be addressed through school disciplinary process.

I (Lili) have been involved in training police officers and when they develop an understanding about mental health and academic disorders and behaviors, they are able to intervene in a more effective way.

As a former teacher (Peter), I found my students developed positive relationships with police officers and detectives when I invited these professional to visit my class. The students developed a better appreciation for the work the police did and in turn, the police officers were able to see some of my students with their learning disabilities and emotional behavior disorders as kids who struggled to fit in and at times, understand what was expected of them.

Question from Malicia Hitch, Kentucky Protection and Advocacy:
    If a child with an IEP or 504 plan is in DJJ custody, does DJJ have the right to limit who has access to educational advocacy meetings concerning the child?

Lili Garkinkel and Peter Leone:
    Lili & Peter: Neither of us is a lawyer, but as far as we understand the law, there is no reason that a parent or designated advocates should not be involved in IEP meetings and decision making for education about their child. With regard to services in secure settings, with a few limitations that may be imposed by space and/or security, youth in juvenile corrections should have access to the same range of education services and supports while incarcerated as their peers have in the public schools. To our knowledge, there is no state law or regulation that indicates that youth surrender their education rights under state law or special education rights under state and federal law because they are incarcerated. The litigation chart found on www.edjj.org under RESOURCES can provide additional information about this issue.

Question from Ann-Marie DeGraffenreidt, Director of Program Development, Bureau of Juvenile Services:
    What impact can a specific learning disability have on a child outside of the educational context, i.e. on understanding rules and instructions and on the child's ability to communicate when under stress?

Lili Garkinkel and Peter Leone:
    Lili & Peter: The impact can be very significantand may require social skills training repeated in different contexts. In a correctional setting, youth with LDs may need explicit guidance concerning rules, expectations, and day-to-day schedules. Particularly for youth in adult facilities and for all youth during the first few weeks of their incarceration.

Question from Teri Berrian, CASA Volunteer:
    What is the most effective approach to use when parents of the affected children are in denial of their child’s deficiencies?

Lili Garkinkel and Peter Leone:
    Lili: When a parent is in denial it is often a challenge to help them understand the implications. Perhaps they themselves have bad experiences with school or believe that they have caused the disability. The best messenger may be another parent, not a professional. If you know a another parent willing to speak with the parent, he or she may feel less threatened and insecure about the discussion. Additionally, our experience with African American and other parents from other cultures is that educators do not understand cultural differences and responses. There is literature that supports that kids of color are over-represented in special education and more easily identified with emotional behavior disorders.

If parents do not have access to quality assessment and intervention their experiences with the mental health system reinforce that belief. It's also important, while having an awareness of needs to stress the student's strengths. We know that a strength based approach is far more effective.

I would contact your local parent training and information center or any other disability organization that matches the child’s needs and see if there are some parenting sessions or other resources that might be available and/or to find a parent who might speak with the child's parent.

Question from Dale Brown, Senior Manager, LD Online:
    What are the best articles for parents who have children who are LD and are facing the juvenile justice system that will help them navigate it?

Lili Garkinkel and Peter Leone:
    Lili There are some good articles on youth development and juvenile justice that include a range of disabilities and I highly recommend one article on Risk and Resilience in Youth with learning disabilities that you can access through the National Center on Education Disability and Juvenile Justice at www.edjj.org.

Question from Nora Lynn, Graduate Student for PPS Cred., Fresno State:
    What may be some of the specific roles of the K-12 school counselor in providing individual and group interventions to students with LD for (1) prevention of legal involvement or (2) successful re-entry of students with a history of legal involvement? Do you have presentation materials available that I may use to present to my school's administration, educators and stakeholders to elicit systemic support? Thank you very much.

Lili Garkinkel and Peter Leone:
    Lili: It is important that the counselor work with the child's IEP team, regular education teachers, possibly the probation officer and the school liaison officer in developing a re-entry plan that can work. The questions of what led to the previous incidents that resulted in referral to corrections and how could things have been different are important. An IEP meeting is necessary to address changes that might be necessary. One of the issues that often happens is that unrealistic expectations are made of the returning student. Has there been a functional assessment or a modified behavior plan put into place? What has changed in the school environment? Has the school addressed some of their own feelings about this student and will that impact how they treat him or her? Much depends on why the youth was sent to corrections, if the events took place in school and had an impact on other students, and indeed, if the referral was appropriate.

Question from Anonymous:
    Are there any clear lines that can be drawn between ethnic backgrounds, financial status, occurances of SLD and those youths in the juvenille justice system?

Lili Garkinkel and Peter Leone:
    Peter: Youths in the juvenile justice system come disproportionately from low income families, are male, and are members of ethnic and racial minority groups. There are no clear distinctions among incarcerated youth with LDs and those without LDs on these characteristics.

Question from Jason Criscio, Lead Juvenile detention Officer, State of CT. Judicial Branch:
    Most of the parents whose children we work with are cognitively limited themselves and are unable to appropriately advocate for their children with the schools. How would you suggest these children's problems be addressed?

Lili Garkinkel and Peter Leone:
    Peter: Parents of incarcerated children who may be cognitively limited themselves may find it difficult to advocate and support their children. In these instances, the court, educators, correctional officers and others may suggest to the parents that they can have an advocate or if appropriate, another family member accompany them when they meet with their child, probation officers, or other staff.

I always begin with the assumption that all parents want what is best for their child. Some parents need support in helping them understand the options that exist for their child and what there responsibility is in promoting more responsible behavior.

Lili: As we've highlighted in this chate, there are parent training and information centers in every state. I would encourage you to check PACER's web site at www.pacer.org for your parent information center contact numbers. If the parents are receiving county services I would involve their county social worker as well. Sometimes, a surrogate parent may be necessary; in other cases an advocate may be helpful. If the youth is receiving medication from a physician, I would also request that physician or psychologist on the team to identify services that the school should be providing. Protection and Advocacy services in every state or state departments of education are other sources if you think that schools are really not serving a youth appropriately.

Question from Steve Gilles Consultant Transition Sp Ed team State department:
    What have you found to be the most successful reentry program or support program for students who re enroll back into school after being in a youth corrections facility?

Lili Garkinkel and Peter Leone:
    Lili: At the end of this chat there will be a comprehensive listing of resources; a number include sources on transition and re-entry programs. For example, The Urban Institute has an excellent report. More than hanging onto one approach, it's important to look at components of re-entry programs.

Planning for re-entry needs to begin as soon as the individual is in the correctional placement that includes connecting with the home school and family (or family surrogates) as soon as possible and work in concert. Often these kids are frustrated because they can't succeed using the same old "tools" in school or in the corrections system.

Mental health services, county services, the family and other resources as appropriate in the community need to be involved in planning. Housing, and substance abuse treatment, for example, should be important parts of the planning process. Approaches should include determining to what degree the youth can learn the self advocacy skills that will enable him or her to navigate these systems.

Another aspect of the individual nature of the re-entry process is to what degree does the youth understand his disability and how it impacts his functioning? Functional skills are critically important so that he or she will not have the same issues over and over again.

Laura Kaloi (Moderator):
    Here is a list of related Web sites:

Laura Kaloi (Moderator):
    That concludes our discussion for today. Thanks to everyone for the thoughtful questions and thanks to our experts, Lili Garfinkel and Peter Leone, for their time today. A transcript of the LD Talk will be made available shortly.

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