Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction

Perspectives & Resources

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Objectives

By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:

  • Understand some differences between teaching in a juvenile corrections setting and teaching in a public school setting
  • Identify some of the instructional and behavioral challenges that youth in juvenile corrections facilities often experience
  • Recognize the importance of using a positive behavioral approach
  • List the components of a comprehensive behavior management plan
  • Recognize key practices that lay the foundation for effective instruction
  • Identify effective instructional practices for youth in juvenile corrections facilities

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.

CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

  • Standard 1: Content and Pedagogical Knowledge

CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

  • Standard 1: Learner Development and Individual Learning Differences
  • Standard 2: Learning Environments
  • Standard 5: Instructional Planning and Strategies

InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

  • Standard 2: Learning Differences
  • Standard 3: Learning Environments
  • Standard 8: Instructional Strategies

NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.

  • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

When you are ready, proceed to Page 1.

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