‘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).
Inhoudsopgave
Section I: Foundation
Chapter I: Introduction – Haas & Reynolds Trolley
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
Chapter II: Educational Initiatives and Professional Organization Standards – Edward Mainzer
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)
Chapter III: Laws & Ethics – Vicki Mc Ginley
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
Chapter IV: Partnership Communication, Cooperation & Advocacy – Karen Dickinson
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
Chapter V: Multidisciplinary Team Players & Process – Diana Lawrence-Brown
Players: Multidisciplinary Team
Process: Special Education
Additional Opportunities for Counselor Support
School Counselor Support: Transitioning from Early Intervention
School Counselor Support: K-12
Chapter VI: Home-School Collaboration – Dickinson & Mc Ginley
Family Dynamics
Voices of Families
Sibling Impact
Home-School Collaboration
Overview
Working with Families
Working with School Educators/ Staff
Section III: Application
Chapter VII: ASCA Delivery Systems – Siuta & Silliker
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
Chapter VIII: Assessment, Evaluation and Plans – Dahir & Stone Shea
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
Chapter IX: Inclusion Considerations – Domenico Cavaiuolo
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
Chapter X: Fundamentals of Transition – Donna Wandry
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
Chapter XI: Culturally Responsive Counseling & Collaboration – York Williams
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
Chapter XII: Psycho-Social & Risk Considerations – Barbara Trolley
Overview of Psychosocial Responses to Disability
Risk Factors for Specific Psychosocial Problems
Resources
Over de auteur
Barbara C. Trolley has spent over three decades working in the counseling field. Currently, she is a professor in counselor education at St. Bonaventure University, where she trains graduate students for careers in school and mental health counseling. As the chair of her university′s disability committee and coordinator of the autism training program, Trolley is committed to working with issues of diversity and youth. The lead author of books on school counseling and cyberbullying, as well as numerous professional articles in the area of rehabilitation and grief counseling, Trolley is the creator and editor of the New York State School Counseling Journal. She and her co-authors of Cyber Kids, Cyberbullying, Cyber Balance have spent the last four years conducting countless workshops and media presentations on cyberbullying at the local, stateb and national levels. Before coming to the academic world, she spent almost a decade working as a therapist and administrator, addressing child and family issues, especially around child abuse and grief.
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