Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community

Perspectives & Resources

Objectives

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

  • Learn about the transition process for incarcerated youth returning to the community
  • Recognize the evolving nature of transition planning
  • Identify research-based practices that improve transition outcomes for these youth
  • Recognize key activities that lay the foundation for effective transition
  • Learn about emerging findings regarding successful transition outcomes for incarcerated youth

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 2: Learning Environments
  • Standard 5: Instructional Planning and Strategies
  • Standard 7: Collaboration

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 10: Leadership and Collaboration

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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