School To Prison Pipeline (EBD)

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are referred to court simply because their disabilities have not been adequately addressed. The presence of a disability is never an excuse to break a law, but without the appropriate diagnosis and interventions, students with disabilities can become frustrated and angry. This can place them at a higher risk for involvement with the juvenile justice system and what is called the “School-to-Prison Pipeline.” In order to help students with EBD, strategies need to be in place like creating ways to reduce the number of students with emotional behavior disorders from entering the Juvenile Justice System. We must learn how to best address issues of reentry for students with EBD and implement research-based strategies that improve the likelihood …show more content…

People are identified as having this disability when adults in authority say so (Hallahan & Kauffman, 2006). In other words, in many cases, the application of the definition is subjective. Students with EBD often have these characteristics: an inability to learn that cannot be explained by intellectual, sensory, or health factors, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behavior or feelings under normal circumstances, a general pervasive mood of unhappiness or depression, and a tendency to develop physical symptoms or fears associated with personal or school problems (Individuals with Disabilities Education Act, IDEA, 1997, CFR 300.7 (a) 9). In addition, students with EBD may display these characteristics during academic situations when teacher demands are consistently high and if they have a history of school failure (Jolivette et al …show more content…

policy in 1899 under the pretext that youth were different than adults in their ability to make prudent decisions, understand the effects of their actions, and comprehend the irreversible reality of committing a criminal act." Prior to 1899, child offenders over the age of seven were imprisoned with adults. Political and social reformers, supported by psychological research, began a shift in society's views on juvenile offenders and began establishing facilities for rehabilitation rather than punishment. According to LawyerShop.com, these changes were based upon a conviction that "society had a responsibility to recover the lives of its young offenders before they became absorbed in the criminal activity they were taking part in." Through the juvenile justice system, the state exercised parental authority and took responsibility for youths until they were either rehabilitated or aged out of the system by becoming

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