MATHEMATICS INSTRUCTION IN JUVENILE CORRECTIONAL FACILITIES DURING COVID-19

Abstract

Students with disabilities are overrepresented in correctional settings in the United States and there is a dearth of information in the professional literature about the adequacy of instruction for these youth. Moreover, during the recent COVID-19 pandemic (2020-2022), access to education was abridged for many youth including those in juvenile correctional facilities (JCFs). This dissertation addresses the adequacy of academic instruction in juvenile corrections with a specific focus on mathematics instruction for youth receiving special education services. After an introduction to the topic in this first chapter, Chapter II presents a systematic review of academic and vocational interventions in juvenile correctional facilities (JCFs). Chapter III presents a descriptive study of special education mathematics teachers in JCF. Among other things the survey attempted to provide a snapshot of curriculum choices, instructional contexts, instructional adaptations for students with disabilities, and barriers to instruction for students during the initial weeks (March 20, 2020, through July 31, 2020) of the COVID-19 pandemic. The survey was framed by the existing literature on evidence- based mathematical curriculum and instructional approaches found to be successful in traditional secondary school settings. Results showed that the 31 respondents infrequently used state and locally based curriculum, frequently incorporated the use of student calculators when teaching, and found only a few barriers to teaching during the initial weeks of COVID-19 pandemic.Chapter IV provides suggestions to practitioners working in JCFs in preparation for any future health emergency. While directed at special education mathematics teachers and administrators in these facilities, other practitioners who work in JCFs could benefit from these tips. Proactive planning is a theme present in all the suggestions created in response to the concerns and needs presented by both administrators and teachers working in JCF at the start of the COVID-19 pandemic. Chapter V summarizes and synthesizes information from the systematic literature review, the empirical study presented in Chapter III, and the suggestions for practitioners presented in Chapter IV. The final chapter also discusses implications that flow from the elements of the dissertation and suggests areas for future research.