Assisting Students With Disabilities: A Handbook for School Counselors / Edition 2

by Julie P. Baumberger

Overview

Couched in the context of NCLB and the reauthorized IDEA, and aligned with the ASCA National Model, this second edition helps school counselors work confidently and competently with students who may require special services.

Product Details

ISBN-13:	2901412941821
Publisher:	SAGE Publications
Publication date:	12/20/2006
Series:	Professional Skills for Counsellors
Edition description:	Second Edition
Pages:	160
Product dimensions:	6.00(w) x 9.00(h) x 0.35(d)

About the Author

Julie P. Baumberger is an associate professor at the Ross School of Medicine (Dominica, West Indies), where she has a joint appointment in the Department of Behavioral Sciences and the Counseling Center. She also teaches for Capella University in the Harold Abel School of Psychology. As a licensed professional counselor, psychological examiner, and school counselor, Dr. Baumberger worked for many years as a school counselor in both elementary and secondary schools. She later maintained a private practice counseling children, youth, and adults. Her current research and scholarly interests include youth and adults with disabilities, school counselor preparation, and mental health issues of young adults pursuing medical education.

Ruth E. Harper is Professor of Counseling and Human Resource Development at South Dakota State University, where she coordinates the college student personnel track. Harper has been a counselor and administrator at the postsecondary level for many years. Harper’s research and writing focuses on college student mental health issues, American Indian college students, and career counseling.

Table of Contents

Foreword   Jay Trenhaile     vii
Preface     ix
Acknowledgments     xiii
About the Authors     xv
The Legal Context for Working With Students With Disabilities     1
The Individuals with Disabilities Education Improvement Act (IDEA)     3
Section 504     8
The Americans with Disabilities Act (ADA)     11
The No Child Left Behind (NCLB) Act     12
Additional Laws Affecting Schools and School Counselors     14
When Parents, Students, and School Personnel Disagree     15
Concluding Comments     17
Specific Learning Disabilities and the School Counselor's Role     19
Students With Specific Learning Disabilities: A Heterogeneous Group     20
Learning Disabilities and Risk Factors     21
Prereferral Activities     23
Concluding Comments     25
Knowing the Whole Child     27
Gathering Data About the Child     28
Observation and Assessment Tools     28
Reporting Findings     33
Concluding Comments     37
Matching Data With Appropriate Interventions     39
The TREAT Model     40
Theories and Concepts     40
Relationships     44
Environment     48
Adjunct Services and Supplemental Aids     49
Treatable Goals     50
Concluding Comments     51
Building a Structure for Success     57
Identifying the Affected Skill or Curriculum Area     57
Realistic and Measurable Goals     58
Writing SMART Goals     59
Career-Related Goals     62
Life-Skills Goals     65
Concluding Comments     67
Forming Partnerships With Families     69
Parents and Families as Equal Partners     69
Family Functioning     72
Making Parents Feel Welcome     73
Earning Parents' Trust     77
Adapting Your Style     81
Reasons Parents React Differently     82
Sexuality     88
Working With the Siblings of Children With Disabilities     91
Family Diversity     92
Concluding Comments     95
Making a Difference in the Wider Circle of Caring     97
Leadership     98
Advocacy     99
Collaboration and Teaming     103
Systemic Change-Beginning With YOU      105
Concluding Comments     108
Professional Organizations     109
ASCA Position Statement on the Professional School Counselor and Students With Special Needs     113
ASCA's Ethical Standards for School Counselors     117
References     131
Suggested Readings     137
Index     141

Editorial Reviews

"An excellent resource for anyone who supports students with disabilities. This complex subject is made practical and the TREAT model provides a great outline for solutions. I recommend this book as a road map to help students make successful transitions from grade to grade and beyond."

Gary G. Gibson

"Counselors, parents, special educators, and college transition coordinators will benefit greatly from the wealth of practical information in this book, which gives readers focused methods for addressing how optimal outcomes can be attained in the face of limited time, energy, and resources. Highly recommended. "

Narda N. Porter