The School Counselor's Guide to Helping Students with Disabilities / Edition 1by Laura E. Marshak, Claire J. Dandeneau, Fran P. Prezant, Nadene A. L'Amoreaux
The School Counselor's Guide to Helping Students with Disabilities
This hands-on guide offers school counselors a wealth of valuable insights, knowledge, and strategies for working more effectively to meet the needs of students with disabilities. Within these pages, both new and veteran school counselors will find the tools they need to successfully promote… See more details below
The School Counselor's Guide to Helping Students with Disabilities
This hands-on guide offers school counselors a wealth of valuable insights, knowledge, and strategies for working more effectively to meet the needs of students with disabilities. Within these pages, both new and veteran school counselors will find the tools they need to successfully promote students' academic, personal, social, and career success.
The book is filled with basic information on disabilities encountered most frequently in school settings along with tried-and-true advice for successful interaction with students and their parents. Coverage includes:
- Information on the most pertinent legislation concerning students with disabilities
- Effective interventions for helping young children or adolescents experiencing social exclusion because of their disabilities
- A bonus section with disability-specific information including implications and practical applications for counselors
This value-packed book brings together expertise from both the counseling and special education fields in order to address the practical day-to-day issues facing school counselors.
Praise for The School Counselor's Guide to Helping Students with Disabilities
"The real-life stories in this book add power and credibility to its overall message. Counselors should and can be key players in facilitating positive school experiences for students with disabilities and in showing others how to do so as well."
Patricia A. Morrissey, Ph.D., former commissioner, Administration on Developmental Disabilities, U.S. Department of Health and Human Services
"A wonderful resource for anyone who wants to truly understand the dynamics involved in educating our children in an inclusive, nurturing environment and helping our children to be able to learn alongside their non-disabled peers."
Mary Somoza, advocate and consultant for people with disabilities, and director, Brooklyn Parent Center, The Brooklyn Center for the Independence of the Disabled
"I enthusiastically recommend this timely and essential addition to the school counseling literature."
Alberto M. Bursztyn, Ph.D., professor of School Psychology and Special Education, Brooklyn College and The Graduate Center, City University of New York
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- 8.50(w) x 10.90(h) x 0.80(d)
Table of Contents
PART ONE: COUNSELING STUDENTS WITH DISABILITIES: THEBASICS.
1 Possibilities and Practicalities.
The Role of the School Counselor.
Promoting Genuine Inclusion.
Looking Out for Students
Addressing the Needs of Stakeholders: Parents, Teachers, andStudents.
The ASCA National Standards Amplification of the Needs ofStudents with Disabilities.
2 The Art of Helping Students with Disabilities.
Everyday Distortions of People with Physical Disabilities.
Spread and Global Evaluations.
Distorted Perceptions of Students with NonvisibleDisabilities
Global Evaluation and Invisible Disabilities.
Diagnosis and Perception.
Possibilities: Seeing What Cannot Easily Be Seen.
Possibilities: Predicting the Future.
Seeing the Student in the Environment.
Effective Helping Orientations: Social-Minority Versus MedicalModels.
Help That Is Helpful.
Talking About a Student's Disability.
3 School Counseling Programs: Genuine Inclusion.
Sameness Is Not Fairness.
From Theory to Practice.
4 Protective Legislation and the School Counselor Role.
How We Got Here: A Glimpse Back in Time.
The Spirit of the Law Versus the Letter of the Law.
Legislation and the School Counselor's Responsibilities.
Students Who Qualify for Special Education.
Review of the Process That Culminates in the IEP Program.
Importance of the IEP.
Defining the Least Restrictive Environment.
Behavior and Discipline: Special IEP Factors.
Functional Behavior Assessment.
Behavior Intervention Plan.
The Transition Plan.
Translating It All into Action.
Section 504 and 504 Plans.
NCLB and IDEA.
5 Partnering with Parents.
A Glimpse of Common Parental Experiences.
Stereotypes About Parents.
Neglectful and Abusive Parents.
Partnering with Parents and Caregivers.
What Parents Value in Helping Relationships.
Responding to Parents' Needs for Support and Empowerment.
Common Barriers to Developing Collaborative Relationships withParents.
Critical School Transitions and Developmental Stages.
Middle School or Junior High School.
Preparing for Transition.
PART TWO: MEETING THE NEEDS OF STUDENTS WITH DISABILITIES:ADDRESSING THE AMPLIFIED ASCA DOMAINS.
6 Meeting Students' Academic Needs.
The Purpose of Education and Academic Success.
The Role of High-Stakes Testing.
The Purpose of Inclusion.
Amplified Academic Needs.
Negative Academic Self-Concepts of Students withDisabilities.
Twice-Exceptional Student Issues.
Promoting Positive Academic Self-Concepts with Students withDisabilities.
Mind-Sets That Resist Inclusion and Responses to ChallengeThem.
Identifying Useful Accommodations and Technology.
Including Families and Other Natural Supports.
Promoting Academic Resilience.
7 Meeting Elementary Students' Personal and Social Needs.
Fostering Social Integration in the Classroom.
Creating a Classroom Climate Conducive to SocialIntegration.
Resiliency and Self-Concept.
Social Integration Beyond the Classroom.
Critical Social School Environments Outside Class.
Facilitating Social Integration: Fostering Social SkillDevelopment.
Social Integration, Resiliency, Social Skills, and the IEP.
8 Meeting Adolescent Students' Personal and Social Needs.
Identity and Self-Esteem.
Personal Self-Determination and Self-Advocacy.
Social Skills: Basic and Specialized.
Unwanted Pregnancy and Sexual Abuse.
Dignity of Risk and Resiliency.
Dignity of Risk.
Integrating Personal and Social Competencies.
9 Meeting Students' Career-Planning Needs.
Amplified Career Development Needs.
What Is Realistic?
Expansive Realism in Action.
Other Career Development Issues.
Role Models and Mentoring.
Standardized Career Assessment Instruments.
Self-Determination and Self-Advocacy: Critical Assets in CareerPlanning.
State and Federal Vocational Rehabilitation Services.
Centers for Independent Living.
On Your Own Without a Net.
Transition to Work After High School Ends.
Students with Disabilities and the ADA.
Supported Employment for Students with SignificantDisabilities.
Transition to Postsecondary Education.
Disclosing Disability Status.
Choosing a College or University
The Intangible Benefits of Work for Students withDisabilities.
PART Three: DISABILITY-SPECIFIC INFORMATION: IMPLICATIONS ANDPRACTICAL APPLICATIONS.
Attention Deficit Hyperactivity Disorder.
Allergies and Asthma.
Bipolar Disorder and Depression.
Child and Adolescent Diabetes.
Deafness and Hearing Disorders.
Degenerative Orthopedic Diseases (Muscular Dystrophy).
Fetal Alcohol Syndrome.
Oppositional Defiant Disorder/Conduct Disorder.
Other Orthopedic Impairments.
Speech and Language Disorders.
Traumatic Brain Injury.
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