RELUCTANT DELINQUENT

• NCJ Number: 48622
• Author(s): I EISENBERGCINQUEGRANAEISENBERG A, I
• Editor(s): A CINQUEGRANA, I EISENBERG
• Date Published: 1977
• Length: 0 pages
• Sponsoring Agency: US Dept of Justice
• Corporate Author: Lawren Productions, Inc
• Sale Source: Lawren Productions, Inc
• Language: English
• Country: United States of America
• Note: *This document is currently unavailable from NCJRS. 24 MINUTES, 16MM COLOR, 1977 THE KIT INCLUDES FILM AND A 10-PAGE STUDY GUIDE - DO YOU KNOW A RELUCTANT DELINQUENT

Annotation

THIS FILM SHOWS HOW YOUTHS WITH LEARNING DISABILITIES ARE SOMETIMES FORCED INTO DELINQUENT BEHAVIOR WHEN THEIR DISABILITIES ARE NOT RECOGNIZED.

Abstract

IT IS THE DUTY OF THE TEACHER TO NOTICE WHEN A CHILD IS SUFFERING FROM SOME TYPE OF LEARNING DISABILITY. WHEN A TEACHER DOES NOT NOTICE THAT A CHILD HAS A PROBLEM, THE CHILD HAS NO OTHER ALTERNATIVE THAN TO NEGLECT HIS SCHOOLWORK AND FALL FAR BEHIND HIS CLASS. THIS TYPE OF DISABILITY CAN ALSO CREATE OTHER BEHAVIORAL PROBLEMS, AND SOMETIMES LEADS THE CHILD TO COMMIT CRIMINAL OR DELINQUENT ACTS, SUCH AS TRUANCY OR EVEN PETTY LARCENY. THE OFFICERS IN A CORRECTIONAL FACILITY SHOULD ALSO BE TRAINED TO RECOGNIZE THESE PROBLEMS. WITH PROPER TREATMENT A CHILD'S GOOD BEHAVIOR WILL SOON REPLACE HIS DELINQUENT BEHAVIOR. PERIODICALLY, A STATE OFFICER SHOULD VISIT THE CORRECTIONAL FACILITY TO TEST THE CHILDREN, AND AFTER A SERIES OF TESTS, THESE LEARNING DIFFICULTIES CAN BE RECOGNIZED. THIS FILM RELATES THE STORY OF A YOUTH CALLED ROB, WHOSE LEARNING DISABILITY WAS NOT NOTICED BY HIS TEACHERS. HE WAS SUFFERING FROM DYSLEXIA, WHICH EFFECTS THE CENTRAL PROCESSING OF THE BRAIN. HE WAS NOT ABLE TO READ EASILY, AND BECAME VERY FRUSTRATED WHEN HIS TEACHERS REPRIMANDED HIM FOR NOT BEING ABLE TO READ. ROB TURNED TO DELINQUENT BEHAVIOR TO ACHIEVE. FINALLY A CORRECTIONAL OFFICER RECOGNIZED THAT ROB HAD A LEARNING DISABILITY AND SENT HIM TO A SPECIAL SCHOOL TO RECEIVE SPECIAL ATTENTION AND TREATMENT FOR HIS DYSLEXIA. AT THE SCHOOL, ROB WENT THROUGH PHYSICAL THERAPY AND OTHER EXERCISES TO STIMULATE HIS BRAIN FUNCTION. ROB BEGAN TO FEEL VERY SELF-CONFIDENT AND SOON BEGAN TO CATCH UP WITH HIS ACADEMIC COUNTERPARTS. HE GRADUATED FROM HIGH SCHOOL AND WAS ACCEPTED AT A JUNIOR COLLEGE. ROB'S DELINQUENT BEHAVIOR WAS A DIRECT RESULT OF FRUSTRATION BECAUSE HE WAS UNABLE TO LEARN AS FAST AS HIS CLASSMATES. AFTER HIS DISABILITY WAS RECOGNIZED AND TREATED, HIS DELINQUENT BEHAVIOR STOPPED, AND HE WAS ABLE TO RETURN TO A NORMAL, SUCCESSFUL LIFE. (BAC)