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.
"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 "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 "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 "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
Dr. Vicki McGinley, Professor, is a faculty member at West Chester University of PA in the Special Education Department. She has taught both undergraduate and graduate courses in foundations, communication and behavioral disorders, action research, family systems, and legal issues. She has served in two states as a due process hearing officer and serves as a university fact finder as well as mediator. Presently, her teaching and service work focuses on diversity issues, specifically teaching in the urban environment and international education. She was recently awarded a research and teaching Fulbright Scholarship to work in Eastern Europe. Her publications reflect her teaching, and have been in the areas of urban education, legal issues, best pedagogical practices, inclusive practices, and working with families. Barbara C. Trolley has spent over three decades working in the counseling field. Currently, she is a professor in counselor education at St. Bonaventure University, where she trains graduate students for careers in school and mental health counseling. As the chair of her university's disability committee and coordinator of the autism training program, Trolley is committed to working with issues of diversity and youth. The lead author of books on school counseling and cyberbullying, as well as numerous professional articles in the area of rehabilitation and grief counseling, Trolley is the creator and editor of the New York State School Counseling Journal. She and her co-authors of Cyber Kids, Cyberbullying, Cyber Balance have spent the last four years conducting countless workshops and media presentations on cyberbullying at the local, stateb and national levels. Before coming to the academic world, she spent almost a decade working as a therapist and administrator, addressing child and family issues, especially around child abuse and grief.
Section I: Foundation Chapter I: Introduction - Haas & Reynolds Trolley 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 - Edward Mainzer 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 - Vicki McGinley 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 - Karen Dickinson 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 - Diana Lawrence-Brown 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 - Dickinson & McGinley 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 - Siuta & Silliker 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 - Dahir & Stone Shea 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 - Domenico Cavaiuolo 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 - Donna Wandry 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 - York Williams 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 - Barbara Trolley Overview of Psychosocial Responses to Disability Risk Factors for Specific Psychosocial Problems Resources