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September, 2015 | SAGE Publications, Inc

Working With Students With Disabilities

Preparing School Counselors


Vicki A. McGinley - West Chester University, USA
Barbara C. Trolley - St. Bonaventure University
408 pages | September, 2015 | SAGE Publications, Inc
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ISBN: 9781483359717
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“Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students.”  
–Nona Cabral, California Baptist University  

Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting.  As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking.  

Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries. 

Section I: Foundation

Person First Language
School Counselors Role in the Utilization of Appropriate Language and Dispelling Stereotypes By:
Attitudes and Biases Explored
Self-fulfilling Prophecies, Secondary Gains, and Learned Helplessness

Educational Initiatives
Common Core State Standards (CCSS)
Counseling Professional Organizations and Accreditation Standards
American Counseling Association (ACA)
National board for certified counselors (NBCC)
The Education Trust and National Office for School Counselor Advocacy (NOSCA)
American School Counselor Association (ASCA)
National Association for College Admission Counseling (NACAC)

Federal Laws and Legislation Relevant to Serving Students with Disabilities
The No Child Left Behind Act (NCLB)
Family Educational Rights and Privacy Acts (FERPA)
Americans with Disabilities Act (ADA)
Section II: Collaboration

Overview of Partnerships
Key Players in Effective Partnerships for Students with Disabilities
Purpose and Goals of Collaboration
Qualities of Effective Collaborators
Perspectives Toward and Interactions with Others
Perspectives Toward Self
Skills And Processes Necessary For Effective Partnerships
Establish the Mission and Ground Rules for Group Interaction
Group Problem-Solving Process
Roles of Team Members
Development of Specific Teaming Skills
Self-evaluation of Team Functioning on a Routine Basis
Consultative and Educational Approaches To Partnerships
Co-Teaching Approaches

Players: Multidisciplinary Team
Process: Special Education
Additional Opportunities for Counselor Support
School Counselor Support: Transitioning from Early Intervention
School Counselor Support: K-12

Family Dynamics
Voices of Families
Sibling Impact
Home-School Collaboration
Overview
Working with Families
Working with School Educators/ Staff
Section III: Application

Direct Student Services
School Counseling Core Curriculum
Academic domain school counseling core curriculum
Career domain school counseling core curriculum
Personal-social domain school counseling core curriculum
Individual Student Planning
Academic domain individual student planning
Career domain individual student planning
Personal-social domain individual student planning
Responsive Services
Indirect Student Services

Assessments
Overview
Assessment Considerations
Assessment Types
Response to Intervention (RTI)
Individualized Education Plans (IEP) and 504 Plans
Goal Setting for Students in Special Education
Evaluation
MEASURE (s) of Accountability

Current Issues in Special Education
The Continuum of Education Concept
Nature of the Curriculum
Transition Out of Special Education
Strategies to Increase and Enhance Inclusion
Preparation of Students with Disabilities and Without
Specific Challenges for School Counselors in Working with Students in Special Education
Expectations
Communication
Attendance Issues
Health Impairments and Medical Concerns
Behavioral Issues
Interventions

Definition of transitions
Horizontal and vertical transitions for all students
Horizontal (changing schools, changing teachers)
Vertical (grade-to-grade, ECE to K-12, middle School to high school, high school to college and/or career)
Additional horizontal and vertical transitions for students with disabilities
Challenges associated with transitions for students with disabilities
Counseling tasks associated with transitions for all students
CACREP and ASCA roles for all students
Additional or modified roles on behalf of students with disabilities
Team structures (evaluation, IEP)
7-12 planning documents (ILP, IEP, SOP)
Section IV: Cultural and Psycho-Social Issues

An Overview of School Counselors’ Roles in Special Education
Students with Disabilities
School Counselors’ Related Roles Across Diverse Learning Needs
Families
Counseling to Improve Teaching and Learning
Communities
Culturally Responsive School Programming
Advocates

Overview of Psychosocial Responses to Disability
Risk Factors for Specific Psychosocial Problems
Resources

KEY FEATURES: 

  • The book is divided into four sections:
    • Foundation—establishes a baseline of special education, terminology, classifications, and principles
    • Collaboration—as the age old saying goes, “It takes a village to raise a child”, so too, it takes a community of educators, counselors, parents, and related professionals to adequately and effectively attend to the unique needs of children with disabilities
    • Applications—addresses interventions, assessment, counseling and evaluation methods
    • Cultural & Psychosocial Issues—culturally responsive school programs, and responding to the diverse learning styles of students are presented, and a review of school counselor roles and tasks and strategies in working with students with disabilities is shared
  • This text 'marries' School Counseling and Special Education Integrated Focus, historically independent disciplines, in a systematic, collaborative manner
  • This book has the unique distinction of being edited by professors skilled in both the fields of school counseling and special education and is one of the few that exist which addresses these topics
  • The selected authors are 'seasoned' professionals in the field, who possess both academic and clinical expertise
  • The backgrounds of the chapter authors reflect the duality of disciplines, blending the two approaches into one comprehensive perspective, in order to help students with disabilities achieve success to the best of their potential
  • Chapter case examples, discussions, and family comments highlight the actual experiences of the authors to illustrate theoretical knowledge
  • Special attention is paid to current ASCA, CACREP and special education standards throughout the text