Abstract
Purpose. The purpose of this study was to determine opinions of students, educators and probation officers regarding effectiveness of career education in juvenile court schools. Prime importance was attached to meeting needs of learning disabled students. Research Methodology. The research design used to conduct this study consisted of reviewing opinionnaires developed and administered by the researcher to 229 students, 30 educators and 39 probation officers in three Los Angeles County Court schools. A researcher developed check list was also used to gather additional information through interviews with administrators and program specialists. Regular students were used as control groups and Title I students used as experimental groups. The data were subject to F test with 2-tail probability and the t test for significance between groups. Findings. No significant differences were found in opinions of male and female students, Title I male and regular male students, Title I female and regular female students, Title I students and regular students, probation officers and students, regarding effectiveness of career programs in court schools studied. Significant differences (.01) were found between opinions of educators and students as well as educators and probation officers (.001), regarding effectiveness of career programs in the court schools studied. Conclusions. (1) There is insufficient student input into career education program development. (2) There is definite need for more teachers with special education training credentials. (3) Lack of I.E.P.s for learning disabled student seems to lead to a lack of sufficient facilities, goals, objectives and guidance services essential to a comprehensive program for the disadvantaged. (4) It is possible that inadequate professional skill is responsible for inadequate programs for the learning disabled. Recommendations. (1) More meaningful goals and objectives should be developed for learning disabled delinquents. (2) Probation officers and students should have input in program development. (3) Follow-up studies should be implemented to determine success of career programs.