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ERIC Number: ED405682
Record Type: Non-Journal
Publication Date: 1996
Pages: 20
Abstractor: N/A
Reference Count: N/A
The Relationship between Learning Disabilities and Delinquency and the Vocational Rehabilitation Process regarding Specific Learning Disabilities.
Briney, Marilou S.; Satcher, Jamie
This paper discusses the relationship between students with learning disabilities and delinquency and the implications for the vocational rehabilitation process. Learning disabilities and juvenile delinquency are defined to establish a theoretical and conceptual framework. Four hypotheses that have been proposed to explain why individuals with learning disabilities are more likely to become delinquent are discussed: (1) the school failure hypothesis, which postulates that a learning disability leads to school failure leading to rejection, a negative self-image, and frustration resulting in school dropout and delinquency; (2) the susceptibility hypothesis which postulates that deficits in language, as well as in reading and math skills, tend to establish a pattern of delinquency; (3) the differential treatment hypothesis, that suggests that youth with learning disabilities are treated differently by teachers, police and social workers, increasing the likelihood that arrest and/or adjudication may occur; and (4) the social cognitive ineffectiveness and social maladjustment hypothesis that postulates difficulties in social cognitive problem-solving skills associated with social maladjustment. A review of several studies regarding these models of theory are introduced. Finally, vocational rehabilitation services for adolescents with specific learning disabilities are dicussed. Recommendations are made for vocational rehabilitation practice. (Contains 21 references.) (Author/CR)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A