The School Counselor's Guide to Helping Students with Disabilities »

Laura E. Marshak, Ph.D., is a practicing psychologist and professor of counseling at Indiana University of Pennsylvania. Claire J. Dandeneau, Ph.D., N.C.C., is a professor of counseling at Indiana University of Pennsylvania. Fran P. Prezant, M.Ed., CCC-SLP, is a senior vice president and director of research and evaluation at Abilities! (National Center for Disability Services) in New York. Nadene A. L'Amoreaux, Ph.D., is an associate professor of counseling at Indiana University of Pennsylvania.

Down-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. The book is organized to correspond with the myriad responsibilities and roles assumed by school counselors in elementary, middle and high school settings. The authors provide both seasoned and new school counselors with the insight and tools they need to successfully promote the academic, personal, social, and career success of students with disabilities.

• Presents a wealth of relevant disability-related knowledge and useful strategies
• Includes information on the most pertinent legislation pertaining to students with disabilities
• Offers the most effective counseling interventions for helping young children or adolescents experiencing social exclusion because of their disabilities
• Bonus section contains a wealth of disability-specific information with implications and practical applications for counselors

This important book brings together experts in two disciplines, school counseling and special education/disabilities, in order to address the practicalities and possibilities of working with students with disabilities.

Acknowledgments.

The Authors.

Preface.

PART ONE: COUNSELING STUDENTS WITH DISABILITIES: THE BASICS.

1 Possibilities and Practicalities.

The Role of the School Counselor.

Promoting Genuine Inclusion.

Looking Out for Students

Addressing the Needs of Stakeholders: Parents, Teachers, and Students.

Fostering Resilience.

Amplified Needs.

The ASCA National Standards Amplification of the Needs of Students with Disabilities.

2 The Art of Helping Students with Disabilities.

Everyday Distortions of People with Physical Disabilities.

Spread and Global Evaluations.

Typecasting.

Distorted Perceptions of Students with Nonvisible Disabilities

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 Medical Models.

Help That Is Helpful.

Getting Comfortable.

Logistics.

Talking About a Student's Disability.

3 School Counseling Programs: Genuine Inclusion.

The Foundation.

Inclusion.

Sameness Is Not Fairness.

Ableism.

Delivery System.

Management.

Accountability.

From Theory to Practice.

Targeted Advocacy.

Systemic Advocacy.

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.

Claudia's Story.

5 Partnering with Parents.

A Glimpse of Common Parental Experiences.

Stereotypes About Parents.

Parental Stress.

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 with Parents.

Critical School Transitions and Developmental Stages.

Elementary School.

Middle School or Junior High School.

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 with Disabilities.

Twice-Exceptional Student Issues.

Promoting Positive Academic Self-Concepts with Students with Disabilities.

Academic Interventions.

Counseling Interventions.

Modeling Self-Advocacy.

Promoting Inclusion.

Mind-Sets That Resist Inclusion and Responses to Challenge Them.

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 Social Integration.

Resiliency and Self-Concept.

Social Integration Beyond the Classroom.

Critical Social School Environments Outside Class.

Facilitating Social Integration: Fostering Social Skill Development.

Social Integration, Resiliency, Social Skills, and the IEP.

8 Meeting Adolescent Students' Personal and Social Needs.

Identity and Self-Esteem.

Self-Esteem Development.

Forming Identity.

Sexuality Issues.

Personal Self-Determination and Self-Advocacy.

Social Skills: Basic and Specialized.

High-Risk Activities.

Substance Abuse.

Unwanted Pregnancy and Sexual Abuse.

Juvenile Delinquency.

School Dropout.

Dignity of Risk and Resiliency.

Dignity of Risk.

Resiliency.

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 Career Planning.

Transitional Planning.

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 Significant Disabilities.

Transition to Postsecondary Education.

Entrance Exams.

Disclosing Disability Status.

Choosing a College or University

Planning.

The Intangible Benefits of Work for Students with Disabilities.

PART Three: DISABILITY-SPECIFIC INFORMATION: IMPLICATIONS AND PRACTICAL APPLICATIONS.

Attention Deficit Hyperactivity Disorder.

Allergies and Asthma.

Anxiety Disorders.

Autism.

Bipolar Disorder and Depression.

Cancer.

Cerebral Palsy.

Child and Adolescent Diabetes.

Cystic Fibrosis.

Deafness and Hearing Disorders.

Degenerative Orthopedic Diseases (Muscular Dystrophy).

Fetal Alcohol Syndrome.

Learning Disabilities.

Mental Retardation

Oppositional Defiant Disorder/Conduct Disorder.

Other Orthopedic Impairments.

Seizures.

Speech and Language Disorders.

Spina Bifida.

Traumatic Brain Injury.

Visual Impairments.

Conclusion.

Notes.

References.

Index.