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

by Julie P. Baumberger, Ruth E. Harper

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:	9781412941815
Publisher:	SAGE Publications
Publication date:	12/28/2006
Edition description:	Second Edition
Pages:	160
Product dimensions:	6.00(w) x 9.00(h) x (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 by Jay Trenhaile
Preface
Acknowledgments
About the Authors
1. The Legal Context for Working With Students With Disabilities
The Individuals with Disabilities Educational Improvement Act (IDEA)
Section 504
The Americans with Disabilities Act (ADA)
The No Child Left Behind (NCLB) Act
Additional Laws Affecting Schools and School Counselors
When Parents, Students, and School Personnel Disagree
Concluding Comments
2. Specific Learning Disabilities and the School Counselor's Role
Students With Specific Learning Disabilities: A Heterogeneous Group
Learning Disabilities and Risk Factors
Prereferral Activities
Concluding Comments
3. Knowing the Whole Child
Gathering Data About the Child
Observation and Assessment Tools
Reporting Findings
Concluding Comments
4. Matching Data With Appropriate Interventions
The TREAT Model
Theories and Concepts
Relationships
Environment
Adjunct Services and Supplemental Aids
Treatable Goals
Concluding Comments
5. Building a Structure for Success
Identifying the Affected Skill or Curriculum Area
Realistic and Measurable Goals
Writing SMART Goals
Career-Related Goals
Life-Skills Goals
Concluding Comments
6. Forming Partnerships With Families
Parents and Families as Equal Partners
Family Functioning
Making Parents Feel Welcome
Earning Parents' Trust
Adapting Your Style
Reasons Parents React Differently
Sexuality
Working With the Siblings of Children With Disabilities
Family Diversity
Concluding Comments
7. Making a Difference in the Wider Circle of Caring
Leadership
Advocacy
Collaboration and Teaming
Systemic Change—Beginning With YOU
Concluding Comments
Resource A: Professional Organizations
Resource B: ASCA Position Statement on the Professional School Counselor and Students With Special Needs
Resource C: ASCA's Ethical Standards for School Counselors
References
Suggested Readings
Index

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