Theresa A. Ochoa

Indiana University Bloomington | IUB · Department of Curriculum and Instruction

Families play a significant role both in youth's development of criminal behavior and in their desistance of criminal behavior. Nonetheless, programming for families of justice‐involved youth is limited. This article describes two family‐based programs found in the National Institute of Justice CrimeSolutions database. Among 19 programs for familie...

En el contexto carcelario costarricense, el Centro de Formación Juvenil Zurquí (CFJZ) alberga jóvenes con edades entre los 12 y los 22 años que cuentan con un historial de abandono anticipado del sistema educativo o que no desarrollaron las habilidades propias para la lectoescritura. ¿Cómo es posible enseñar a leer a la población con sobreedad que...

This article describes the process of reentry for adolescent girls and young women who experienced incarceration as adolescents in Costa Rica. The needs from adolescent girls and young women with undiagnosed and psychosocial disabilities are explored, considering existing scholarship and research gaps from Costa Rica’s legislation and policies. Lit...

This article examines the relationship between internalizing dimensions of emotional and behavioral disorders such as depression, and anxiety, with unresolved trauma and abuse among incarcerated girls in Mexico and the United States. The goal is to arrive at a better understanding of (a) how mental health conditions may contribute to deviant behavi...

It is speculated that undiagnosed emotional and behavioral disorders are a contributing factor to the increasing number of incarcerated girls globally. Untreated, these disorders often lead to more severe maladaptive behaviors and contact with law enforcement. This article provides information available in Brazil, Costa Rica, Saudi Arabia, and the...

The number of incarcerated girls is increasing, but the study of the factors leading girls to engage in delinquency is an area of research which has been neglected. This multinational special issue focuses on incarcerated girls noting that many of them have a history of trauma and abuse, many suffer from anxiety and depression, and few are identifi...

Incarcerated girls have disproportionately higher rates of physical, emotional, and sexual abuse compared with their nonincarcerated peers. Failure to address this trauma and abuse can lead to mental health disabilities such as anxiety, depression, post-traumatic stress disorder, and anti-social behaviors. Many girls who experience trauma engage in...

The Second Chance Act and the Individuals With Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The Career and College Fair a...

Mexico has general education and disability laws that guarantee special education services to children and adolescents with disabilities as part of their basic human rights. As youth with psychosocial disabilities, such as depression and anxiety, are not recognized within the special education system as a separate category, in practice, they are ex...

Despite not having specific special education laws, Norway’s Lov om grunnskolen og den vidaregåande opplæringa (Act Relating to Primary and Secondary Education and Training) law provides individualized instruction to students who qualify for special education services after an extensive evaluation process. Improvements are recommended in special ed...

Juvenile delinquency is a major social problem in many countries. This Special Issue of Intervention in School and Clinic focuses on the intersection of youth with disabilities and the laws in the United States, Brazil, Costa Rica, Mexico, and Norway, which aim to ensure the provision of educational opportunities responsive to the needs of youth wi...

National rates of juvenile incarceration show that about 33% of the population in correctional confinement has disabilities such as behavioral disorders or specific learning disabilities. All students identified under the Individuals with Disabilities Education Improvement Act (IDEIA) as having a disability are entitled to special education and tra...

El siguiente artículo aborda la intervención desde la disciplina positiva como una alternativa a las reacciones punitivas comunes ante las faltas escolares calificadas como graves y muy graves, que aboga por un abordaje más humano. Este se respalda desde una perspectiva de derechos humanos basada en un encuadre de justicia restaurativa. El artículo...

Collaboration between special educators and transition coordinators is important to lower recidivism rates among juvenile offenders with disabilities. This column provides best practice transition guidelines and urges special education teachers, special education coordinators, and transition coordinators in juvenile correctional facilities to commu...

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed.

Extant literature on collaborative learning shows that this instructional approach is widely used. In this chapter, the authors discuss the lack of alignment between collaborative learning and assessment practices. They will argue that peer assessment is a form of collaborative learning and a mode of assessment that perfectly fits the purpose of co...

Research indicates that a disproportionate number of minority students are assigned to special education programs in urban school districts. Oftentimes, these programs are inadequate and they deny minority students with special needs a free appropriate public education. These concerns are not only applicable to urban public schools; research also s...

Problem-based learning (PBL), especially in conjunction with collaborative learning teams, continues to gain momentum as a popular instructional approach in higher education. In this article, we address three common assumptions about how PBL groups function and report the outcomes of a study in which we examined group dynamics during a computer-ass...

This document presents a description and explanation of the MUSE module, a multimedia, computer-supported, problem-based learning (CS-PBL) unit that provides users with a simulation of the special education referral process. The module, developed by Leafstedt et al. (2000) depicts an elementary Hispanic student who is limited in English proficiency...

The purpose of this article is to assist teachers in understanding the unique needs of families of children with significant developmental delays who are from a diverse cultural background and/or are recent immigrants to the United States. This article provides the reader with an understanding of various cultural interpretations of severe disabilit...

This article describes a multimedia problem-based learning (PBL) CD-ROM designed to teach educators about the 1997 Individuals with Disabilities Education Act discipline guidelines. The Disabilities and School Discipline module has three phases: the narrative introduces educators to the educational problem; the role strands require educators to ass...

Professional training programs strive to prepare students for success in their respective fields. Despite sustained and concentrated efforts, however, a serious gap exists between training and practice, particularly in fields requiring complex decision-making. In the field of education, the process of referring and assessing students for special ed...

Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University. It was Sunday, almost Monday, but sleep failed me. My eyes burned. I'd return Independent Projects in the morning. What could I do? Unaware of the time of night, the answer to my question struck me. A journal, I c...