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Juvenile Delinquency and Disability pp 121–149Cite as

Learning and Emotional Disabilities

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Part of the book series: Advancing Responsible Adolescent Development ((ARAD))

Abstract

Research has consistently confirmed the relationship between low academic achievement and juvenile delinquency. Consistent with these reports of academic difficulties, research has found that a high percentage of juvenile delinquents in comparison to their nondelinquent peers qualify for special education services under the IDEIA. While currently less than 10 % of students in the general population receive special education services for an educational disability, studies have found estimates ranging from 40 to 75 % of juvenile delinquency samples having an educational disability. There are 13 major disability categories recognized by the IDEIA under which a student may qualify for special education services. This chapter discusses the most common educational disabilities identified in the juvenile delinquency population, namely, specific learning disability and emotional disability. The diagnostic features of each educational disability are discussed, as well as common interventions. Finally, the chapter discusses the implications that these disabilities can have on social, emotional, and behavioral functioning, as well as the implications of the relationship between juvenile delinquency and educational disabilities.

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  1. University of Arizona, Tuscon, AZ, USA

    Kristin C. Thompson & Richard J. Morris

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Thompson, K.C., Morris, R.J. (2016). Learning and Emotional Disabilities. In: Juvenile Delinquency and Disability. Advancing Responsible Adolescent Development. Springer, Cham. https://doi.org/10.1007/978-3-319-29343-1_8

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