Description
Book SynopsisDown-to-earth advice for helping students with disabilities succeed The School Counselor's Guide to Helping Students with Disabilities offers school counselors a practical guide for handling the complexities of working with children and youth who have disabilities.
Table of ContentsAcknowledgments xi
About the Authors xiii
Preface xv
PART ONE COUNSELING STUDENTS WITH DISABILITIES: THE BASICS
1 Possibilities and Practicalities 3
The Role of the School Counselor 6
Promoting Genuine Inclusion 8
Looking Out for Students 9
Addressing the Needs of Stakeholders: Parents, Teachers, and Students 10
Fostering Resilience 13
Amplified Needs 14
The ASCA National Standards Amplification of the Needs of Students with Disabilities 15
2 The Art of Helping Students with Disabilities 23
Everyday Distortions of People with Physical Disabilities 24
Spread and Global Evaluations 24
Typecasting 25
Distorted Perceptions of Students with Nonvisible Disabilities 28
Global Evaluation and Invisible Disabilities 30
Diagnosis and Perception 31
Possibilities: Seeing What Cannot Easily Be Seen 33
Possibilities: Predicting the Future 34
Seeing the Student in the Environment 35
Effective Helping Orientations: Social-Minority Versus Medical Models 37
Help That Is Helpful 39
Getting Comfortable 42
Logistics 44
Talking About a Student’s Disability 44
3 School Counseling Programs: Genuine Inclusion 47
The Foundation 48
Inclusion 49
Sameness Is Not Fairness 50
Ableism 50
Delivery System 52
Management 52
Accountability 53
From Theory to Practice 53
Targeted Advocacy 54
Systemic Advocacy 55
4 Protective Legislation and the School Counselor Role 57
How We Got Here: A Glimpse Back in Time 59
The Spirit of the Law Versus the Letter of the Law 62
Legislation and the School Counselor’s Responsibilities 63
Students Who Qualify for Special Education 64
Review of the Process That Culminates in the IEP Meeting 71
Importance of the IEP 72
Defining the Least Restrictive Environment 72
Behavior and Discipline: Special IEP Factors 73
Functional Behavior Assessment 74
Behavior Intervention Plan 75
The Transition Plan 75
Translating It All into Action 77
Section 504 and 504 Plans 78
NCLB and IDEA 80
Claudia’s Story 80
5 Partnering with Parents 85
A Glimpse of Common Parental Experiences 86
Stereotypes About Parents 89
Parental Stress 90
Neglectful and Abusive Parents 91
Partnering with Parents and Caregivers 92
What Parents Value in Helping Relationships 93
Responding to Parents’ Needs for Support and Empowerment 94
Common Barriers to Developing Collaborative Relationships with Parents 98
Critical School Transitions and Developmental Stages 98
Elementary School 99
Middle School or Junior High School 99
High School 99
Preparing for Transition 99
PART TWO MEETING THE NEEDS OF STUDENTS WITH DISABILITIES: ADDRESSING THE AMPLIFIED ASCA DOMAINS
6 Meeting Students’ Academic Needs 111
The Purpose of Education and Academic Success 111
The Role of High-Stakes Testing 112
The Purpose of Inclusion 113
Amplified Academic Needs 114
Negative Academic Self-Concepts of Students with Disabilities 116
Twice-Exceptional Student Issues 118
Promoting Positive Academic Self-Concepts with Students with Disabilities 119
Academic Interventions 119
Counseling Interventions 121
Modeling Self-Advocacy 122
Promoting Inclusion 123
Mind-Sets that Resist Inclusion and Responses to Challenge Them 125
Identifying Useful Accommodations and Technology 130
Including Families and Other Natural Supports 134
Promoting Academic Resilience 136
7 Meeting Elementary Students’ Personal and Social Needs 139
Fostering Social Integration in the Classroom 141
Creating a Classroom Climate Conducive to Social Integration 142
Resiliency and Self-Concept 156
Social Integration Beyond the Classroom 157
Critical Social School Environments Outside Class 158
Facilitating Social Integration: Fostering Social Skill Development 163
Social Integration, Resiliency, Social Skills, and the IEP 164
8 Meeting Adolescent Students’ Personal and Social Needs 167
Identity and Self-Esteem 169
Self-Esteem Development 169
Forming Identity 171
Sexuality Issues 174
Personal Self-Determination and Self-Advocacy 176
Social Skills: Basic and Specialized 178
High-Risk Activities 182
Substance Abuse 183
Unwanted Pregnancy and Sexual Abuse 183
Juvenile Delinquency 184
School Dropout 184
Dignity of Risk and Resiliency 185
Dignity of Risk 185
Resiliency 186
Integrating Personal and Social Competencies 187
9 Meeting Students’ Career-Planning Needs 189
Amplified Career Development Needs 190
What Is Realistic? 193
Expansive Realism in Action 195
Other Career Development Issues 196
Role Models and Mentoring 197
Standardized Career Assessment Instruments 198
Self-Determination and Self-Advocacy: Critical Assets in Career Planning 199
Transitional Planning 200
State and Federal Vocational Rehabilitation Services 201
Centers for Independent Living 203
On Your Own Without a Net 203
Transition to Work After High School Ends 204
Students with Disabilities and the ADA 204
Supported Employment for Students with Significant Disabilities 205
Transition to Postsecondary Education 206
Entrance Exams 206
Disclosing Disability Status 207
Choosing a College or University 208
Planning 209
The Intangible Benefits of Work for Students with Disabilities 209
PART THREE DISABILITY-SPECIFIC INFORMATION: IMPLICATIONS AND PRACTICAL APPLICATIONS
Attention Deficit Hyperactivity Disorder 213
Anxiety Disorders 219
Asthma and Allergies 224
Autism 229
Bipolar Disorder and Depression 234
Cancer 239
Cerebral Palsy 243
Cystic Fibrosis 247
Deafness and Hearing Disorders 251
Degenerative Orthopedic Diseases (Muscular Dystrophy) 256
Diabetes 261
Fetal Alcohol Syndrome 266
Learning Disabilities 271
Mental Retardation 276
Oppositional Defiant Disorder/Conduct Disorder 280
Other Orthopedic Impairments 284
Seizures 289
Speech and Language Disorders 294
Spina Bifida 300
Traumatic Brain Injury 303
Visual Impairments 308
Conclusion 313
Notes 317
References 331
Index 349
