Law-Related Education and Special Education Students (From Law-Related Education and Juvenile Justice, P 174-186, 1997, Deborah Williamson, Kevin I Minor, and James W Fox, eds. -- See NCJ-167087)

• NCJ Number: 167098
• Author(s): M Minor; S Williams; K I Minor
• Date Published: 1997
• Length: 13 pages
• Sale Source: Charles C. Thomas
• Publication Type: Program/Project Description
• Language: English
• Country: United States of America

Annotation

This paper provides an overview of special education, examines the representation of particular handicapping or disabling conditions found among juvenile justice clients, and discusses implementation of law-related education (LRE) with special education students.

Abstract

Three primary components of LRE are group, rather than individual level, instruction; the use of multiple outside resource persons to convey their expertise and experiences; and a strong emphasis on actively involving students in the learning process. Specially designed instruction for handicapped learners is compatible with each of these components. Although the field of special education favors individualized assessment and instructional methods tailored to the needs and learning styles of each person, special education lessons are presented in several formats. One of the most common formats involves group activities. Specifically, small group instruction enhances learning by allowing positive peer interaction and modeling. The use of outside resource persons with handicapped learners should present no difficulty, provided that resource persons are instructed beforehand about the pace, level, and load of information appropriate for the particular handicapped students in the group. Handicapped students, especially those who are learning disabled, mentally disabled, or emotionally disturbed, are likely to be even less amenable than nonhandicapped students to a passive lecture format of instruction. To maximize any individual's learning experience, the individual must be actively involved with the lesson. This is why most special educators rely heavily on active learning instructional methods. Regarding LRE, the only requirement is that instructors remain cognizant of the need to modify active learning exercises to accommodate special learners. There is no reason why handicapped persons should not benefit from LRE instruction. The key is instituting modifications and adaptations. 25 references