Characteristics and Needs of the Learning-disabled Young Offender (From Young Offenders Act: A Revolution in Canadian Criminal Justice, P 233-247, 1991, Alan W Leschied, Peter G Jaffe, et al, eds. -- See NCJ-134506)

• NCJ Number: 134518
• Author(s): C M Crealock
• Date Published: 1991
• Length: 15 pages
• Sale Source: University of Toronto Press
• Publication Type: Survey
• Language: English
• Country: Canada

Annotation

The research literature on learning disabilities and juvenile delinquency has documented a link between these two phenomena and suggests that no single treatment program is as useful as a multifaceted program that includes behavior modification, appropriate nutrition, community involvement, remedial instruction, and other elements.

Abstract

The available evidence indicates that about one-third of adjudicated juvenile offenders have learning disabilities. The three main causal models suggest that the school failure resulting from the learning disability leads to dropping out and delinquency, that individual emotional and cognitive characteristics make these youth more susceptible to delinquency, and that these youth are more likely to be arrested due to their lack of escape plans. The latter two models have the strongest support. Programs that focus on academic and cognitive areas augmented by other elements have shown that addressing the needs of this subgroup of youthful offenders makes good treatment sense. These programs are possible alternatives under Canada's Young Offenders Act and should be developed in training schools, alternative education programs, and public school curricula that serve young offenders. 54 references