Working With Students With Disabilities
Preparing School Counselors
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Go to College Publishing WebsiteDescription
“Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students.”
–Nona Cabral, California Baptist University
Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking.
Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.
–Nona Cabral, California Baptist University
Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking.
Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.
Contents
Section I: Foundation
- Chapter I: Introduction
- Person First Language
- School Counselors Role in the Utilization of Appropriate Language and Dispelling Stereotypes By:
- Attitudes and Biases Explored
- Self-fulfilling Prophecies, Secondary Gains, and Learned Helplessness
- Chapter II: Educational Initiatives and Professional Organization Standards
- Educational Initiatives
- Common Core State Standards (CCSS)
- Counseling Professional Organizations and Accreditation Standards
- American Counseling Association (ACA)
- National board for certified counselors (NBCC)
- The Education Trust and National Office for School Counselor Advocacy (NOSCA)
- American School Counselor Association (ASCA)
- National Association for College Admission Counseling (NACAC)
- Chapter III: Laws & Ethics
- Federal Laws and Legislation Relevant to Serving Students with Disabilities
- The No Child Left Behind Act (NCLB)
- Family Educational Rights and Privacy Acts (FERPA)
- Americans with Disabilities Act (ADA)
Section II: Collaboration
- Chapter IV: Partnership Communication, Cooperation & Advocacy
- Overview of Partnerships
- Key Players in Effective Partnerships for Students with Disabilities
- Purpose and Goals of Collaboration
- Qualities of Effective Collaborators
- Perspectives Toward and Interactions with Others
- Perspectives Toward Self
- Skills And Processes Necessary For Effective Partnerships
- Establish the Mission and Ground Rules for Group Interaction
- Group Problem-Solving Process
- Roles of Team Members
- Development of Specific Teaming Skills
- Self-evaluation of Team Functioning on a Routine Basis
- Consultative and Educational Approaches To Partnerships
- Co-Teaching Approaches
- Chapter V: Multidisciplinary Team Players & Process
- Players: Multidisciplinary Team
- Process: Special Education
- Additional Opportunities for Counselor Support
- School Counselor Support: Transitioning from Early Intervention
- School Counselor Support: K-12
- Chapter VI: Home-School Collaboration
- Family Dynamics
- Voices of Families
- Sibling Impact
- Home-School Collaboration
- Overview
- Working with Families
- Working with School Educators/ Staff
Section III: Application
- Chapter VII: ASCA Delivery Systems
- Direct Student Services
- School Counseling Core Curriculum
- Academic domain school counseling core curriculum
- Career domain school counseling core curriculum
- Personal-social domain school counseling core curriculum
- Individual Student Planning
- Academic domain individual student planning
- Career domain individual student planning
- Personal-social domain individual student planning
- Responsive Services
- Indirect Student Services
- Chapter VIII: Assessment, Evaluation and Plans
- Assessments
- Overview
- Assessment Considerations
- Assessment Types
- Response to Intervention (RTI)
- Individualized Education Plans (IEP) and 504 Plans
- Goal Setting for Students in Special Education
- Evaluation
- MEASURE (s) of Accountability
- Chapter IX: Inclusion Considerations
- Current Issues in Special Education
- The Continuum of Education Concept
- Nature of the Curriculum
- Transition Out of Special Education
- Strategies to Increase and Enhance Inclusion
- Preparation of Students with Disabilities and Without
- Specific Challenges for School Counselors in Working with Students in Special Education
- Expectations
- Communication
- Attendance Issues
- Health Impairments and Medical Concerns
- Behavioral Issues
- Interventions
- Chapter X: Fundamentals of Transition
- Definition of transitions
- Horizontal and vertical transitions for all students
- Horizontal (changing schools, changing teachers)
- Vertical (grade-to-grade, ECE to K-12, middle School to high school, high school to college and/or career)
- Additional horizontal and vertical transitions for students with disabilities
- Challenges associated with transitions for students with disabilities
- Counseling tasks associated with transitions for all students
- CACREP and ASCA roles for all students
- Additional or modified roles on behalf of students with disabilities
- Team structures (evaluation, IEP)
- 7-12 planning documents (ILP, IEP, SOP)
Section IV: Cultural and Psycho-Social Issues
- Chapter XI: Culturally Responsive Counseling & Collaboration
- An Overview of School Counselors’ Roles in Special Education
- Students with Disabilities
- School Counselors’ Related Roles Across Diverse Learning Needs
- Families
- Counseling to Improve Teaching and Learning
- Communities
- Culturally Responsive School Programming
- Advocates
- Chapter XII: Psycho-Social & Risk Considerations
- Overview of Psychosocial Responses to Disability
- Risk Factors for Specific Psychosocial Problems
- Resources
Description
“Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students.”
–Nona Cabral, California Baptist University
Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking.
Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.
–Nona Cabral, California Baptist University
Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking.
Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.
Contents
Section I: Foundation
- Chapter I: Introduction
- Person First Language
- School Counselors Role in the Utilization of Appropriate Language and Dispelling Stereotypes By:
- Attitudes and Biases Explored
- Self-fulfilling Prophecies, Secondary Gains, and Learned Helplessness
- Chapter II: Educational Initiatives and Professional Organization Standards
- Educational Initiatives
- Common Core State Standards (CCSS)
- Counseling Professional Organizations and Accreditation Standards
- American Counseling Association (ACA)
- National board for certified counselors (NBCC)
- The Education Trust and National Office for School Counselor Advocacy (NOSCA)
- American School Counselor Association (ASCA)
- National Association for College Admission Counseling (NACAC)
- Chapter III: Laws & Ethics
- Federal Laws and Legislation Relevant to Serving Students with Disabilities
- The No Child Left Behind Act (NCLB)
- Family Educational Rights and Privacy Acts (FERPA)
- Americans with Disabilities Act (ADA)
Section II: Collaboration
- Chapter IV: Partnership Communication, Cooperation & Advocacy
- Overview of Partnerships
- Key Players in Effective Partnerships for Students with Disabilities
- Purpose and Goals of Collaboration
- Qualities of Effective Collaborators
- Perspectives Toward and Interactions with Others
- Perspectives Toward Self
- Skills And Processes Necessary For Effective Partnerships
- Establish the Mission and Ground Rules for Group Interaction
- Group Problem-Solving Process
- Roles of Team Members
- Development of Specific Teaming Skills
- Self-evaluation of Team Functioning on a Routine Basis
- Consultative and Educational Approaches To Partnerships
- Co-Teaching Approaches
- Chapter V: Multidisciplinary Team Players & Process
- Players: Multidisciplinary Team
- Process: Special Education
- Additional Opportunities for Counselor Support
- School Counselor Support: Transitioning from Early Intervention
- School Counselor Support: K-12
- Chapter VI: Home-School Collaboration
- Family Dynamics
- Voices of Families
- Sibling Impact
- Home-School Collaboration
- Overview
- Working with Families
- Working with School Educators/ Staff
Section III: Application
- Chapter VII: ASCA Delivery Systems
- Direct Student Services
- School Counseling Core Curriculum
- Academic domain school counseling core curriculum
- Career domain school counseling core curriculum
- Personal-social domain school counseling core curriculum
- Individual Student Planning
- Academic domain individual student planning
- Career domain individual student planning
- Personal-social domain individual student planning
- Responsive Services
- Indirect Student Services
- Chapter VIII: Assessment, Evaluation and Plans
- Assessments
- Overview
- Assessment Considerations
- Assessment Types
- Response to Intervention (RTI)
- Individualized Education Plans (IEP) and 504 Plans
- Goal Setting for Students in Special Education
- Evaluation
- MEASURE (s) of Accountability
- Chapter IX: Inclusion Considerations
- Current Issues in Special Education
- The Continuum of Education Concept
- Nature of the Curriculum
- Transition Out of Special Education
- Strategies to Increase and Enhance Inclusion
- Preparation of Students with Disabilities and Without
- Specific Challenges for School Counselors in Working with Students in Special Education
- Expectations
- Communication
- Attendance Issues
- Health Impairments and Medical Concerns
- Behavioral Issues
- Interventions
- Chapter X: Fundamentals of Transition
- Definition of transitions
- Horizontal and vertical transitions for all students
- Horizontal (changing schools, changing teachers)
- Vertical (grade-to-grade, ECE to K-12, middle School to high school, high school to college and/or career)
- Additional horizontal and vertical transitions for students with disabilities
- Challenges associated with transitions for students with disabilities
- Counseling tasks associated with transitions for all students
- CACREP and ASCA roles for all students
- Additional or modified roles on behalf of students with disabilities
- Team structures (evaluation, IEP)
- 7-12 planning documents (ILP, IEP, SOP)
Section IV: Cultural and Psycho-Social Issues
- Chapter XI: Culturally Responsive Counseling & Collaboration
- An Overview of School Counselors’ Roles in Special Education
- Students with Disabilities
- School Counselors’ Related Roles Across Diverse Learning Needs
- Families
- Counseling to Improve Teaching and Learning
- Communities
- Culturally Responsive School Programming
- Advocates
- Chapter XII: Psycho-Social & Risk Considerations
- Overview of Psychosocial Responses to Disability
- Risk Factors for Specific Psychosocial Problems
- Resources
Reviews
Working With Students With Disabilities
Preparing School Counselors
October 2015 | 408 pages | Sage US
| Format | Published Date | ISBN | Price |
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“Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students.”
–Nona Cabral, California Baptist University
Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking.
Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.
–Nona Cabral, California Baptist University
Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking.
Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the series, please visit www.sagepub.com/cpiseries.
Table Of Contents:
- Section I: Foundation
- Chapter I: Introduction
- Person First Language
- School Counselors Role in the Utilization of Appropriate Language and Dispelling Stereotypes By:
- Attitudes and Biases Explored
- Self-fulfilling Prophecies, Secondary Gains, and Learned Helplessness
- Chapter II: Educational Initiatives and Professional Organization Standards
- Educational Initiatives
- Common Core State Standards (CCSS)
- Counseling Professional Organizations and Accreditation Standards
- American Counseling Association (ACA)
- National board for certified counselors (NBCC)
- The Education Trust and National Office for School Counselor Advocacy (NOSCA)
- American School Counselor Association (ASCA)
- National Association for College Admission Counseling (NACAC)
- Chapter III: Laws & Ethics
- Federal Laws and Legislation Relevant to Serving Students with Disabilities
- The No Child Left Behind Act (NCLB)
- Family Educational Rights and Privacy Acts (FERPA)
- Americans with Disabilities Act (ADA)
- Section II: Collaboration
- Chapter IV: Partnership Communication, Cooperation & Advocacy
- Overview of Partnerships
- Key Players in Effective Partnerships for Students with Disabilities
- Purpose and Goals of Collaboration
- Qualities of Effective Collaborators
- Perspectives Toward and Interactions with Others
- Perspectives Toward Self
- Skills And Processes Necessary For Effective Partnerships
- Establish the Mission and Ground Rules for Group Interaction
- Group Problem-Solving Process
- Roles of Team Members
- Development of Specific Teaming Skills
- Self-evaluation of Team Functioning on a Routine Basis
- Consultative and Educational Approaches To Partnerships
- Co-Teaching Approaches
- Chapter V: Multidisciplinary Team Players & Process
- Players: Multidisciplinary Team
- Process: Special Education
- Additional Opportunities for Counselor Support
- School Counselor Support: Transitioning from Early Intervention
- School Counselor Support: K-12
- Chapter VI: Home-School Collaboration
- Family Dynamics
- Voices of Families
- Sibling Impact
- Home-School Collaboration
- Overview
- Working with Families
- Working with School Educators/ Staff
- Section III: Application
- Chapter VII: ASCA Delivery Systems
- Direct Student Services
- School Counseling Core Curriculum
- Academic domain school counseling core curriculum
- Career domain school counseling core curriculum
- Personal-social domain school counseling core curriculum
- Individual Student Planning
- Academic domain individual student planning
- Career domain individual student planning
- Personal-social domain individual student planning
- Responsive Services
- Indirect Student Services
- Chapter VIII: Assessment, Evaluation and Plans
- Assessments
- Overview
- Assessment Considerations
- Assessment Types
- Response to Intervention (RTI)
- Individualized Education Plans (IEP) and 504 Plans
- Goal Setting for Students in Special Education
- Evaluation
- MEASURE (s) of Accountability
- Chapter IX: Inclusion Considerations
- Current Issues in Special Education
- The Continuum of Education Concept
- Nature of the Curriculum
- Transition Out of Special Education
- Strategies to Increase and Enhance Inclusion
- Preparation of Students with Disabilities and Without
- Specific Challenges for School Counselors in Working with Students in Special Education
- Expectations
- Communication
- Attendance Issues
- Health Impairments and Medical Concerns
- Behavioral Issues
- Interventions
- Chapter X: Fundamentals of Transition
- Definition of transitions
- Horizontal and vertical transitions for all students
- Horizontal (changing schools, changing teachers)
- Vertical (grade-to-grade, ECE to K-12, middle School to high school, high school to college and/or career)
- Additional horizontal and vertical transitions for students with disabilities
- Challenges associated with transitions for students with disabilities
- Counseling tasks associated with transitions for all students
- CACREP and ASCA roles for all students
- Additional or modified roles on behalf of students with disabilities
- Team structures (evaluation, IEP)
- 7-12 planning documents (ILP, IEP, SOP)
- Section IV: Cultural and Psycho-Social Issues
- Chapter XI: Culturally Responsive Counseling & Collaboration
- An Overview of School Counselors’ Roles in Special Education
- Students with Disabilities
- School Counselors’ Related Roles Across Diverse Learning Needs
- Families
- Counseling to Improve Teaching and Learning
- Communities
- Culturally Responsive School Programming
- Advocates
- Chapter XII: Psycho-Social & Risk Considerations
- Overview of Psychosocial Responses to Disability
- Risk Factors for Specific Psychosocial Problems
- Resources
Recent Product Reviews:
“Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students.”
Nona Cabral, California Baptist University
“McGinley and Trolley have brought together in one exceptional volume the vast material that modern school counselors often leave the classroom searching for – how to understand the complexities of the system in regards to students with special needs, how to best collaborate with professionals and families in meeting those needs, and how to best structure interventions and programs to move those students forward across social, emotional, and academic realms.”
Carrie Lynn Bailey, Georgia Southern University
“McGinley and Trolley have crafted a text that illuminates the multifaceted responsibilities of school counselors relevant to special education. Faculty, graduate students and practicing counselors alike will find the problem-based learning approach a helpful guide for integrating the content covered in this text into their professional practice.”
Kylie P. Dotson-Blake, East Carolina University
“Special education students are frequently the most marginalized group on school campuses. Working with Students with Disabilities: Preparing School Counselors points to ways school counselors can open pathways for creating a learning community that supports all students.”
Rolla E. Lewis, California State University, East Bay