The Second Chance Act and the Individuals with Disabilities Education Improvement Act encourage juvenile justice personnel to collaborate with not-for-profit organizations, employers, and community schools to provide incarcerated girls with disabilities transition support to reenter their community after incarceration. The "Career and College…

This article describes the process of reentry for adolescent girls and young women who experienced incarceration as adolescents in Costa Rica. The needs of adolescent girls and young women with undiagnosed and psychosocial disabilities are explored, considering existing scholarship and research gaps from Costa Rica's legislation and policies.…

Head-injured students making the transition back to school need to relearn how to learn. Strategies are offered for helping these students deal with such problem areas as organization skills, abstraction, attention and concentration, making transitions, writing, and information processing speed. (JDD)

This article presents a definition of traumatic brain injury (TBI); describes problem behavioral characteristics of students post-TBI and some possible solutions; examines academic, social, emotional, and cognitive factors; and outlines interventions to assist teachers in working constructively with TBI students. (JDD)

A case study is used to demonstrate the effects of mild traumatic brain injury on educational efforts. Discussion covers factors complicating school reintegration, ways to facilitate school reintegration, identification of cognitive and behavioral consequences, minimization of educators' discomfort, reintegration program design, and family…

Guidelines are presented to assist medical, rehabilitative, and educational personnel in helping students with traumatic brain injury make the transition into a school setting. Included are a model for documentation of present level of performance and a guide for appropriate accommodations in public school programs to plan for school reentry. (SW)