Date

4-7-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Shanna Baker

Keywords

disability laws, juvenile detention, compliance, juveniles with disabilities, Americans with Disabilities Act, Individuals with Disabilities Education Act

Disciplines

Education

Abstract

The purpose of this instrumental case study was to explore how juvenile detention staff are prepared to understand and comply with disability laws when working with incarcerated juveniles with disabilities. The theory guiding this study was Bandura’s social learning theory as it suggests a person’s environment can be directly influenced by themselves or by others. The central research question this study investigated was: How are juvenile detention staff prepared to understand and comply with disability laws when working with incarcerated juveniles with disabilities? This qualitative study included 11 staff members employed in mid-Atlantic juvenile detention centers with at least six months of experience. Six participants worked in Virginia, four worked in New York, and one worked in Pennsylvania. Seven of the participants were detention staff and four were educational staff. Data collection included interviews, focus groups, and journal prompts. Data analysis included bracketing, transcribing, coding, and pattern matching. The results of this study revealed an understanding of juvenile detention staff’s experiences with complying with disability laws when working with incarcerated juveniles with disabilities. Three critical themes surfaced: (a) Inconsistent Formal Training, (b) Instructional Barriers, and (c) Organizational Instability. Additionally, two outlier themes emerged: (a) Program Development and (b) Reentry Programming. This study substantiates a need for continued research into how juvenile detention staff are prepared to understand and comply with disability laws when working with incarcerated juveniles with disabilities.

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