Working With Students With Disabilities

Dr. Vicki A. 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 state mediator. Presently, her service and research focuses on trauma informed education, international special education and working directly with children and teachers in schools. She was recently awarded a research and teaching Fulbright Scholarship to work in Eastern Europe. Her publications reflect her teaching and service work.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.

"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."

• Section I: FoundationChapter I: Introduction - Haas & Reynolds TrolleyPerson First LanguageSchool Counselors Role in the Utilization of Appropriate Language and Dispelling Stereotypes By:Attitudes and Biases ExploredSelf-fulfilling Prophecies, Secondary Gains, and Learned HelplessnessChapter II: Educational Initiatives and Professional Organization Standards - Edward MainzerEducational InitiativesCommon Core State Standards (CCSS)Counseling Professional Organizations and Accreditation StandardsAmerican 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 McGinleyFederal Laws and Legislation Relevant to Serving Students with DisabilitiesThe No Child Left Behind Act (NCLB)Family Educational Rights and Privacy Acts (FERPA)Americans with Disabilities Act (ADA)Section II: CollaborationChapter IV: Partnership Communication, Cooperation & Advocacy - Karen DickinsonOverview of PartnershipsKey Players in Effective Partnerships for Students with DisabilitiesPurpose and Goals of CollaborationQualities of Effective CollaboratorsPerspectives Toward and Interactions with OthersPerspectives Toward SelfSkills And Processes Necessary For Effective PartnershipsEstablish the Mission and Ground Rules for Group InteractionGroup Problem-Solving ProcessRoles of Team MembersDevelopment of Specific Teaming SkillsSelf-evaluation of Team Functioning on a Routine BasisConsultative and Educational Approaches To PartnershipsCo-Teaching ApproachesChapter V: Multidisciplinary Team Players & Process - Diana Lawrence-BrownPlayers: Multidisciplinary TeamProcess: Special EducationAdditional Opportunities for Counselor SupportSchool Counselor Support: Transitioning from Early InterventionSchool Counselor Support: K-12Chapter VI: Home-School Collaboration - Dickinson & McGinleyFamily DynamicsVoices of FamiliesSibling ImpactHome-School CollaborationOverviewWorking with FamiliesWorking with School Educators/ StaffSection III: ApplicationChapter VII: ASCA Delivery Systems - Siuta & SillikerDirect Student ServicesSchool Counseling Core CurriculumAcademic domain school counseling core curriculumCareer domain school counseling core curriculumPersonal-social domain school counseling core curriculumIndividual Student PlanningAcademic domain individual student planningCareer domain individual student planningPersonal-social domain individual student planningResponsive ServicesIndirect Student ServicesChapter VIII: Assessment, Evaluation and Plans - Dahir & Stone SheaAssessmentsOverviewAssessment ConsiderationsAssessment TypesResponse to Intervention (RTI)Individualized Education Plans (IEP) and 504 PlansGoal Setting for Students in Special EducationEvaluationMEASURE (s) of AccountabilityChapter IX: Inclusion Considerations - Domenico CavaiuoloCurrent Issues in Special EducationThe Continuum of Education ConceptNature of the CurriculumTransition Out of Special EducationStrategies to Increase and Enhance InclusionPreparation of Students with Disabilities and WithoutSpecific Challenges for School Counselors in Working with Students in Special EducationExpectationsCommunicationAttendance IssuesHealth Impairments and Medical ConcernsBehavioral IssuesInterventionsChapter X: Fundamentals of Transition - Donna WandryDefinition of transitionsHorizontal and vertical transitions for all studentsHorizontal (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 disabilitiesChallenges associated with transitions for students with disabilitiesCounseling tasks associated with transitions for all studentsCACREP and ASCA roles for all studentsAdditional or modified roles on behalf of students with disabilitiesTeam structures (evaluation, IEP)7-12 planning documents (ILP, IEP, SOP)Section IV: Cultural and Psycho-Social IssuesChapter XI: Culturally Responsive Counseling & Collaboration - York WilliamsAn Overview of School Counselors’ Roles in Special EducationStudents with DisabilitiesSchool Counselors’ Related Roles Across Diverse Learning NeedsFamiliesCounseling to Improve Teaching and LearningCommunitiesCulturally Responsive School ProgrammingAdvocatesChapter XII: Psycho-Social & Risk Considerations - Barbara TrolleyOverview of Psychosocial Responses to DisabilityRisk Factors for Specific Psychosocial ProblemsResources