Discuss why students with learning disabilities are at significantly higher risk for offending behaviors and formal juvenile court involvement. Contrast the three prevailing hypotheses explaining this disparity.
What will be an ideal response?
Answers should address the finding that three competing hypotheses purport to
explain the findings that students with learning disabilities are at significantly higher risk
for offending behaviors and formal juvenile court involvement. The first focuses on the
idea that for students with learning disabilities school failure is a precipitating step that
leads to juvenile court involvement. Intermediary steps may include peer rejection, lower
self-worth, and school dropout. All of these outcomes increased engagement with
delinquent peers and activities. It is unclear if the disability is the direct cause of school
failure or if other factors, such as family issues, might be responsible. The susceptibility
hypothesis argues that students with learning disabilities are at significantly higher risk
for offending behaviors and formal juvenile court involvement because in addition to
learning disabilities, such students have other characteristics that may affect offending
behavior. For example, such students might have low social skills, impulsivity,
suggestibility, and a lower ability to predict consequences of their behaviors. In
particular, influence from negative peers and an inability to understand the outcomes of
negative decisions may have a key role in involvement in delinquency. The differential
treatment hypothesis suggests that students with learning disabilities are no more likely
to be involved in delinquent activities, but are more likely to be identified by school
personnel, arrested and formally involved with the juvenile courts. The presence of the
learning disability may make these students more visible to school personnel. If they act
out, they are more likely to get into trouble, which can in turn make them more visible to
school personnel in the future.
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