RYDLE

1
RYDLE Researching Youth with Disabilities in
conflict with the Law towards gaining
Employability.
2
Introduction This report will summarize and
assess the state of vulnerabilities that youth
with disabilities face in the criminal justice
system, and to further come up with better
prevention and management possibilities. By
highlighting what is known about addressing youth
with disabilities and their criminal behavior and
the diverse needs among this population, it aims
to inform discussions among organizations, policy
makers, practitioners, the public and
researchers. The reports specific objectives are
to examine The relationship between
disability, delinquency, and involvement in the
juvenile justice system To identify the
predominant disabilities among youth associated
with the criminal justice system The factors
associated with disability and delinquency Solut
ions and or barriers that can be identified to
contribute to criminal behavior among youth
with disabilities The effectiveness of
prevention, intervention and treatment, and
management strategies for reducing delinquency
among youth with disabilities Recommended steps
for increasing employability for youth with
disabilities To attain these objectives, the
report presents an organized, multidimensional
analysis of existing research and includes
insights from service providers, legal
professionals, existing research and current case
studies. This report seeks to understand the
relationship for what is, and is not known
concerning youth with disabilities. This includes
youth who are both at risk, and currently
involved with the criminal justice system.
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The term delinquency will refer to violations
of the law by youth defined as juveniles a
youth age (e.g. 10-18) who cannot be controlled
by parental authority and commits antisocial or
criminal acts, such as vandalism or violence. 1
This report will be looking at non-status
offences which include (i.e. robbery and theft)
as well as status offences which include (i.e.
truancy, purchasing of alcohol and drugs, and
running away from home). This report will also
contain youth that are indirectly involved with
the justice system, directed from current case
studies and interviews. This report will focus
on youth with disabilities who have both been
directly involved in the juvenile justice system,
and those who have engaged in delinquent behavior
but have not yet become directly involved. In
both groups, the existence of a disability may or
may not have contributed to the youths criminal
involvement, as other factors may have had
causative effects. The vast immensity of
research on the youth of focus in this report
(those with disabilities who are at risk of
delinquency and those who are currently involved
in the juvenile justice system), will offer
insight regarding this on going issue. It is
hopeful that this current research will help
determine future interventions. This report will
explain the interpretation of findings and
include conclusions and recommendations
surrounding youth with disabilities in conflict
with the law. 1 http//dictionary.ref
erence.com/search?r2qjuvenile20delinquent,
January 24th, 2007
4
Acknowledgments My thanks and appreciation to
Dr. Bruce Mills for his expertise and enthusiasm
as my advisor through out the time it took me to
complete this research, and write the
dissertation. The inspiration for doing the
research came from co-founder Senior Project
Consultant, Tova Sherman through reachAbility.
This job has been one of the most important and
formative experiences in my life. I would like to
gratefully acknowledge, in particular Melissa
Revels for her on going dedication and patience
in helping conduct online research. Her
assistance in preparing the final dissertation
has been tremendously beneficial and I hold so
much gratitude for her. I am grateful to many
persons who shared their memories and
experiences, especially Jeffrey Keddy, and Will
Harris who chose to self identify in order to
encourage other youth to come forward. As well as
Professor Archie Keiser who generously shared his
meticulous research and insights that supported
and expanded my own work. I must acknowledge as
well the many friends, colleagues, students,
teachers, archivists, and other librarians who
assisted, advised, and supported my research and
writing efforts over the past 6 months of this
research. To all members of the reachAbility
staff I wish to extend additional thanks for all
your hard work and dedication towards assisting
me in finishing this research. Thanks to Natasha
Chestnut for her on going support and guidance,
Achilles Galatis for his patience and
supervision and finally the legal staff for all
there assistance in creating legal documentation.
5
Research Objective
Research to Determine the Vulnerabilities that
Youth with Disabilities Face in the Criminal
Justice System, and to Further Develop Better
Prevention and Management Possibilities.
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There were FOUR recurring factors that may have
contributed to the youths atypical behaviours.
These factors were addressed during one-on-one
interviews with youths and experts.We will go
through each factor and provide definitions and
details on its context. The factors are

• FAMILY DYNAMIC FACTOR
• EDUCATION FACTOR
• PSYCHOSOCIAL FACTOR
• DISABILITY FACTOR

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FAMILY DYNAMICFACTOR
DEFINITION - the level of family support,
understanding, and acceptance towards youths
living with disabilities.
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OVERVIEW OF FACTORS IDENTIFIED UNDER FAMILY
DYNAMIC

• Stability
• Parental Demands
• Acceptance
• Encouragement
• Anxiety

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Stability Factor

• DEFINITION
• - Level of understanding and patience involved
  between a parent and youth living with a
  disability.
• Without parental guidance and provision, the
  level of stability fails to exist.
• I wish my parents would have paid more attention
  to me, and I wish I had a schedule growing up.
  Sometimes I think they just allowed me to do what
  I wanted instead of trying to actually help me.
• - Youth with Disabilities in Conflict with the
  law (YDCL)

10
Parental Demands Factor

• DEFINITION
• Level of parental understanding when learning how
  to cope with raising a youth who lives with a
  disability.
• Level of parental self-education regarding their
  youths disability.
• Level of demands imposed on the youth by their
  parents (i.e. high expectations to perform
  academically).
• If only my parents had the time and patience to
  help me with my homework, instead of demanding it
  be finished, my academic years would have been
  easier.
• -YDCL

11
Acceptance Factor

• DEFINITION
• Level of acceptance in which both the youth and
  family recognize that a disability exists.
  Without acceptance, the youth is unable to excel
  in life (i.e. work, school, and interpersonal
  relationships).
• If an individual with a disability fails to
  accept the fact that they have a disability, then
  although they try over and over to accomplish a
  particular task without the right tools it will
  end in confusion, frustration and ultimately
  failure.
• - Community Social Worker

12
Encouragement Factor

• DEFINITION
• Level of encouragement provided by family towards
  helping the youth gain confidence and motivation,
  ensuring future success.
• If only I wasnt singled out and made to believe
  that I wasnt the only one. I needed someone with
  an understanding of what was going on with me,
  and to have someone tell me I was okay. and that
  they understood.
• -YDCL

13
Anxiety Factor

• DEFINITION
• - Level of anxiety projected onto the youth in
  regards to parental expectations.
• - Parental strain towards gaining normalcy.
• - Persistent community pressure towards youths
  living with disabilities to overcome their
  disability.
• Growing up I always felt pressure to be like my
  brother who lived without a disability. I was
  expected to achieve the same bench marks as him,
  thus causing anxiety and a sense that I was less
  this average.
• -YDCL

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EDUCATION FACTOR
DEFINITION - the level of academic achievement,
support, and understanding that is present
throughout the youths academic years.
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OVERVIEW OF FACTORS IDENTIFIED UNDER EDUCATION

• Focus
• Social
• Understanding
• Attitude

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Focus Factor

• DEFINITION
• Level of concentration required when adapting to
  youths learning environment.
• Level of focus that is necessary to learn and
  understand course content.

Its like a magnet turned backwards, the harder
I tried to concentrate the more difficult I found
it. -YDCL
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Social Factor

• DEFINITION
• Level of social acceptance towards youths living
  with disabilities by their peers, society, and
  academic professionals.
• Level of negative attention that youths feel they
  need to draw upon themselves in order to have
  various academic problems addressed.
• If only my teacher took the time to come and see
  how I was doing, rather than me having to call
  attention upon myself.
• -YDCL

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Understanding Factor

• DEFINITION
• - Level of misconception/misunderstanding from
  peers and academic professionals towards youths
  living with disabilities.
• Level of disability awareness training for
  academic professionals whose primary job is to
  help youths. Lack of cross-sector training may
  attribute to long term failure both academically
  and socially.
• Age of society can often impact how comfortable
  individuals feel when inquiring about a youths
  disability (i.e. do not bother to ask questions
  to try to understand the effects of the
  disability).

Growing up my teacher thought everything was
fixed by one pill. If only they would have taken
the time to better understand my needs, my
academic life would have been much easier. -YDCL
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Attitude Factor

• DEFINITION
• Level of negative attitudes displayed towards
  youths living with disabilities in an academic
  environment (i.e. from peers and academic
  professionals).
• Communicating in such a manner that makes youths
  feel inferior and childlike.

My teachers poor attitude towards my health,
made me feel angry and embarrassed when she
discussed it in front of my class. Her attitude
towards my disability made me act out, as she
didnt help me the way a teacher should. -YDCL
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PSYCHOSOCIAL FACTOR

• DEFINITION -
• The level of youths interactions with their
  environment, and the factors which influence
  their state of mind, thereby affect their
  behavior.
• These factors may be subconscious, however based
  on varied social conditions every individual may
  act or react differently.

Example Growing up in a farming community vs.
growing up in the city. This may result in
different growth patterns due to the alternative
social settings.
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OVERVIEW OF FACTORS IDENTIFIED UNDER PSYCHOSOCIAL
INFLUENCE

• Stigma
• Fear
• Expectation
• Mental/Emotional

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Stigma Factor

• DEFINITION
• Level of awareness from peers, public and
  society a lack of understanding regarding the
  various types of disabilities and how to provide
  accommodations.
• Preconceived notions in which people assume that
  youths living with disabilities act and behave
  differently.

Throughout my life I turned to drugs to help
cope with dealing with all the pressures of
social anxiety. -YDCL
23
Fear Factor

• DEFINITION
• Level of fear experienced by youths living with
  disabilities, regarding how other individuals
  reacted towards their disability.
• Fear of isolation due to societal stigmas (i.e.
  rejection from peer groups because of their
  disability).
• I feel like Im forced to be a loner. I tried so
  hard to fit in, that after a while of not fitting
  in, I just didnt care anymore.
• -YDCL

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Expectation Factor

• DEFINITION
• Level of expectations put upon youths to be
  either Too Little or Too Great.
• Example Youth living with Cerebral Palsy. Due to
  preconceived notions, some may believe it hinders
  mental capabilities based on the physical
  appearance of the individual, when in fact,
  cognitive functioning is often intact.

• Look at the job market I feel like I have to
  hide my disability because of the preconceived
  fact that because I have a disability I wont do
  well.
• -YDCL

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Mental/Emotional Factor

• DEFINITION
• Level of mental capability and self-confidence
  youths living with disabilities have, and how
  affected they are by the preconceived notions and
  stigmas surrounding their disability. How youths
  deal with the ensuing mental stress.
• Level of different emotions youths have toward
  their disability. How they feel they are
  perceived, and stigmas they believe are attached
  to their disability. The shame they feel
  surrounding their disability, and how they may
  feel the need to hide it in order to be accepted
  by society.

Its frustrating enough having a disability, let
alone having to explain myself all the time. I
always felt stressed. -YDCL
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DISABILITY FACTOR

• DEFINITION -
• The disability factor involves the following
• Youths must acknowledge their disabilities.
• Youths living with disabilities must understand
  their abilities and limitations, as well as
  recognize any necessary accommodations.

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OVERVIEW OF FACTORS IDENTIFIED UNDER DISABILITY

• Physical
• Invisible
• Visual
• Hearing
• Cognitive

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Disability Explanations

• Physical A physical disability is a condition
  that substantially limits one or more basic
  physical activities, such as walking, climbing
  stairs, reaching, lifting, or carrying.
• Invisible It is a common point of confusion as
  to what a hidden or invisible disability is.
• A disability that is not immediately apparent
  but affects the ability to function normally is a
  hidden or invisible disability.
• Often persons with an invisible disability do
  not consider themselves disabled at all, since
  the disability is not immediately apparent or it
  is not recognized by the general population.
• Visual Visual disabilities range from partial
  sight to legally blind. Depending upon the
  amount of sight loss and when the sight loss
  occurs, the person will require varying degrees
  of accommodation.
• Hearing Hearing Impaired is the general term
  used to describe and encompass all types of
  hearing disabilities, from a hearing loss to
  profound deafness.
• Hard of Hearing refers to a condition where the
  sense of hearing is decreased but functional for
  ordinary life purposes. An individual who is
  hard of hearing is generally able to use their
  hearing as their predominant mode for
  understanding speech.
• Deaf is a term to describe a person with a
  hearing loss of a profound degree. An individual
  who is deaf may have residual hearing (usable
  hearing), but is not generally able to use their
  hearing as their predominant mode for
  understanding speech.
• Cognitive A cognitive disability can result from
  damage to the brain (deformation or malformation)
  causing a reduction in adaptive functioning, due
  to a cognitive disability (sensation,
  perception, etc).
• Cognitive disability can include intellectual
  and learning disabilities, but should not be
  confused with mental health illnesses.

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Physical Factor

• DEFINITION
• Level of restrictions experienced in mobility and
  sensory movements, as well as coping
  with environmental changes (i.e. school, home,
  work, etc.)
• Limitations experienced by youths when trying to
  perform certain physical activities (i.e. sports,
  getting dressed, driving, etc).

• I feel envious that I am unable to do most
  activities that others are.
• -YDCL

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Invisible Factor

• DEFINITION
• Level of misunderstanding portrayed by
  individuals towards youths living with invisible
  disabilities. The misconception that the
  disability does not exist due to its hidden
  nature.
• - Pressure placed on youths to overcome their
  disability, in order to gain a sense of
  normalcy.

I wish people would understand! Its so
frustrating to have to explain over and over
again about my disability no one believes me
because they cant see it. -YDCL
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Visual Factor

• DEFINITION
• The level of restrictions on youths living with
  visual disabilities due to limitations in their
  sight, as well as coping with environmental
  changes (i.e. school, home, work, etc.)
• I cope well in familiar situations where theres
  not much change. When things get moved around I
  find it harder to adjust.
• -YDCL

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Hearing Factor

• DEFINITION
• The level of restrictions on youths due to
  limitations from their hearing loss.
• - Individuals in society are often unaware of
  disabilities in general. Therefore youths living
  with hearing disabilities must be consistently
  conscious of their surroundings, not only for
  their safety, but to have the ability to
  communicate in different social settings.

I wish people were more aware many times people
start talking to me not realizing that Im deaf.
Its frustrating because they get offended when I
dont answer them. -YDCL
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Cognitive Factor

• DEFINITION
• The level of limitations on youths living with
  cognitive disabilities due to misconceptions
  surrounding their intelligence.
• Society placing stigmas (i.e. stupid, dumb, etc.)
  on youths living with cognitive disabilities,
  thus causing a lack in confidence for future
  success.

People always just thought I was stupid in
school, so no one ever took the time to actually
give me the help I needed. I was forced to hang
out with the other stupid kids because we
weren't viewed as equal. -YDCL
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Examples of the Types of Disabilities
Mental/Emotional Anxiety, Depression and
Bi-Polar Physical Spinal cord injuries and
Degenerative nerve diseases Invisible Cancer and
Chrones Visual Glaucoma Hearing Hearing
impairment Cognitive ADD/ADHD and Dyslexia
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Recommendations that can facilitate the
development of resources to assist youth
offenders living with disabilities
36
Issue Identified Accessibility

• Accessibility is an issue due to several reasons
  identified by the youth living with disabilities
  in conflict with the law (YDCL) one problem was
  in regards to the lack of accessible information.
  Although they are organizations specifically
  deigned to help youth, for many youth living
  without the luxury of television or internet
  getting all necessary information is extremely
  difficult. A lack of centralized support leaves
  many in confusion, and frustration. This also
  leads to the problem of transportation, because
  of the lack of centralized support many youths
  have no way of getting to the different
  organizations, this leads to the youths coming up
  with unconventional ways of survival. (I.e.
  crime)
• The youths interviewed stated that they have
  tried several different organizations, and felt
  as if they were being pushed through from one
  case manager to another. There is an extensive
  intake process, and many feel as if the case
  managers are too busy to help with their
  situations. Youths have stated that they have
  been placed on waiting lists to speak with a case
  manager, as well as see a psychologist, and after
  months of waiting they have yet to hear of any
  progress. Once assigned a case manager, many
  times it can take weeks before they hear from
  them, and months before an action plan is
  implemented.
• Another problem is that the youths are required
  to have social insurance numbers, current
  addresses and telephone numbers. For many youths
  who are sill living on the streets creates a
  great problem, many just give up due to the
  bureaucracy of the whole process.
• They are required to go through so much paper
  work, meetings and follow ups, yet they feel no
  progress is being made. Many after a month of
  waiting have stated that they go back to selling
  drugs and finding alternative ways to survive.
• Accessibility to funding and financial support
  is another problem many youth are facing, due to
  their criminal and disability related background
  many services are not willing to fund school.
  Social assistance takes months, and in many cases
  the youths have been denied due to not being
  disabled enough. They are frustrated with the
  system, and feel that upgraded implementations
  need to be put into place.

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Recommendation

• There needs to be a centralized youth information
  resource center and website. A resource center
  needs to be implemented where YDCL can go and
  find out all necessary information. A place where
  they can find out about getting help, and get all
  the answers they require surrounding case
  management, education and funding. A website and
  toll free telephone line needs to be put into
  place where youth can visit and speak to
  professionals while maintaining confidentiality
  and feeling safe.

38
Issue Identified Availability

• Availability is an issue due to the lack of
  program space for YDCL, in many cases there are
  not enough specifically intended for programs
  like reachAbilitys ASSET and MEGA programs,
  which are exclusively designed for persons living
  with disabilities. The MEGA program gives lessons
  on time and money management, as well as begins
  to implement a goal setting plan that best suits
  the individual. The ASSET program focuses on
  building confidence, and social skills towards
  gaining employability. There isnt enough
  availability into programs for YDCL due to
  limited space and lack of programming focused on
  youth with specific needs.
• Many YDCL are also experiencing the problem of
  returning to school due to lack of available
  funding. Although many want to return to school
  to complete their GED they do not have the funds
  available to do so. The problem with funding also
  occurs with these youth due to their criminal
  backgrounds, many feel that they will not get
  funding based on their past actions.
• The lack of jobs available for YDCL is also a
  problem many employers are not willing to take
  on the chance of hiring a youth with a troubled
  background. They are afraid of problems arising
  and therefore resist from hiring YDCL. Many of
  these youth do not have education and this
  creates another problem, without proper high
  school equivalent training they are unable to get
  jobs that are able to accommodate there living
  needs.

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Recommendation

• Specialized programs need to be implemented
  surrounding YDCL, a program that focuses on
  helping them learn all necessary skills required
  to gain employability and increase skills
  essential to maintaining employment.
• A sample outline would include the following
• Confidence Building
• Disability Awareness Training
• Healthy Life Styles Living
• Conflict Resolution
• Law Information-What are my rights
• Goal Setting specifically designed for YDCL
• Motivation
• Interview Preparation
• How to properly job search
• Appropriate work behavior

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Issues Identified Affordability

• Affordability is an issue due to the lack of
  funding available for YDCL to attend school and
  better train themselves for the careers they wish
  to have. Even once assigned a case manager, they
  have months of waiting to see if funding is
  available. Many do not have the time to sit and
  wait, as they are homeless or on the verge of
  becoming homeless, they need assistance and due
  to the lack of consistency within these
  organizations many never receive the chance at
  the lives they deserve. A problem with social
  assistance also involves youths not wanting to
  work due to the fact that once they receive
  social assistance they make more money then if
  they would be working, so they ask Is it really
  worth it to get a job when Ill be making less
  and working harder?

41
Recommendation

• A work program developed that will introduce
  youth into working, this will enable to gain the
  confidence and job skills they will require once
  they start a career. These youth go from having
  no responsibility to transitioning into a
  position of the complete opposite this causes
  repercussions due to mental health anxiety.
• A course designed to teach these YDCL how to
  handle the responsibilities of having a job, as
  well as teach them how to develop a proper plan
  to take to their case managers regarding funding
  for school and career courses.

42
Issue Identified Accommodation

• Accommodation is an issue due to programs not
  being geared towards both high risk and youths
  living with disabilities. Many are geared at
  either one or the other, thus causing a problem
  for the youth that are in serious need of both.
• Another problem is the job market, many companies
  will not hire youth in general let alone those
  youth who are living with disabilities. They feel
  there is too much risk, and are not willing to
  accommodate to help YDCL. This is generally due
  to costs, and lack of education surrounding YDCL.
  
• Due to this issue, many YDCL are back on the
  streets making money the only way they know how,
  by selling drugs and stealing.

43
Recommendation

• A youth advocate needs to be working directly
  with companies of all different backgrounds to
  help with disability awareness training, and to
  speak on behalf of the YDCL. This will allow for
  better understanding between the two different
  worlds, a better understanding will allow for
  more jobs geared towards hiring youth and less
  fear of problems arising through hiring YDCL

44
Issue Identified Lack of Peer Support

• Lack of peer support is an issue because YDCL
  have stated that they are more comfortable going
  to a peer to speak with concerning problems and
  past history. They feel that they are not
  dealing with individuals that best understand
  them due to the difference in age. As one YDCL
  states The times have changed, and its time that
  Social Workers, and Case Managers realize that. I
  really dont think they get me, I need someone
  younger to talk to who isnt too old to know
  better.
• There is a lack of programs run by young
  professionals, and the YDCL are in need of more
  practical individuals who are more able to
  understand where they are coming from. Fresh
  faces that are eager and energetic, those who are
  not tied up with paper work. They should be out
  in the community helping and making a difference.
  There isnt enough peer support in place to talk
  to YDCL they feel lost due to the systems
  implementations surrounding paper work and
  bureaucratic red tape.

45
Recommendation

• More programs involving youth somewhere in the
  chain of command there should be a youth who the
  YDCL can go to in time of need.

46
Issue Identified Bureaucracy

• Bureaucracy is an issue due to all the technical
  work that comes behind it. Many of these YDCL are
  just in need of someone to talk to, however are
  unable to do so because of the rules of
  bureaucracy. They need social insurance numbers,
  case managers, piles of paper work filled out on
  all their personal information, as well as
  agreeing to commitments of meetings and
  follow-ups in which many are unable to make.
• The current system is not working for YDCL there
  is a limited way to access information. Once
  information is gathered the YDCL are then passed
  through one office to the next feeling lost and
  even more confused from which they first started.
  They are required to meet certain requirements
  involving their disabilities, many of whom have
  to go through extensive testing before such proof
  of whether or not there disability is sever
  enough to require assistance.
• There is also a lack of youth advocates who are
  available to not only speak with the YDCL, but
  who are available to discuss possibilities with
  companies in regards to disability awareness.

47
Recommendation

• Simplify forms
• Plain language
• Create website supports specifically to YDCL

48
Issues Identified Lack Of Public Awareness

• Lack of public awareness is an issue many
  individuals in our society are frightened by YDCL
  because they are unaware of disabilities and how
  to react to those living with them. There isnt
  enough public education on disability awareness
  training, therefore resulting in a misconception
  of the YDCL. A problem with disclosure is another
  issue, many YDCL are afraid to disclose their
  disability and past criminal history because of
  the publics perspective. They feel the need to
  hide everything about themselves in order to have
  a chance at getting a job, however if the
  employer finds out this gives reasoning for
  dismissal. This ultimately ends in fewer jobs for
  the YDCL, causing frustration and a sense of
  hopelessness because no one gives them a chance
  for a change.

49
Recommendation

• Outreach
• Website
• Materials in plain language schools and
  companies
• Outreach to community agencies, schools
• Awareness, media campaign
• Public Relations kit (PR)
• Approaching a PR company to work with youth and
  develop information
• Volunteer
• Getting corporate involved (p3)