Education Within the Detention Facility

• NCJ Number: 72652
• Author(s): M C Kelley
• Date Published: 1978
• Length: 0 pages
• Corporate Author: National Council of Juvenile and Family Court Judges; National District Atorneys Assoc
• Sale Source: National Council of Juvenile and Family Court Judges; Not Available Through National Institute of Justice/NCJRS Document Loan Program
• Language: English
• Country: United States of America
• Note: *This document is currently unavailable from NCJRS. This program is part of side four of the cassette. For the other part of side four see NCJ-69128. For side three of the program see NCJ-69127. Running time is 13 minutes.

Annotation

In this cassette tape, the president of the National Juvenile Detention Association presents guidelines for education within the detention facility and gives two examples of successful detention education programs.

Abstract

The presentation was recorded att the Fifth National Conference on Juvenile Justice and was edited for optimal listening. The conference was sponsored by the National Council of Juvenile and Family Court Judges and The National District Attorneys Association. Participants included law enforcement officials, corrections officials, educators, researchers, and others. Detention care's objectives are secure suctody, physical care fostering growth, and constructive activities including school. Other goals are individual guidance and observation to screen for undetected health problems. The public schools must provide a special school within the detention home. Teachers must be competent and have adequate special training. Goals of detention education include a structured day, positive learning experience,use of diagnostic techniques, small groups, and an individualized approach. The child's pattern of failure should be broken. Problems and needs should be interpreted through the courts via individual reports. Each school activity's goal should be clearly defined. School should be administered by the local or State school system and operated on a 12-month basis. Classes should have 15 or fewer students. Teachers should work closely withcorrectional staff and programs for school dropouts should be inluded. In addition, contact with a child's home school is important. Obstacles to learning in detention centers include the changing daily population and lack of full-time staff. Upon entering the program, each child should receive an orientation and an immediate conference with the supervising teacher. Two successful detertion education programs are located in Cook County, Ill., and in Jackson County, Ore. For related cassettes, see NCJ 69125-30.