• Summary
  • Contents
  • Subject index

The book is divided into four sections: Foundation-establishes a baseline of special education, terminology, classifications, and principles Collaboration-as the age old saying goes, “It takes a village to raise a child”, so too, it takes a community of educators, counselors, parents, and related professionals to adequately and effectively attend to the unique needs of children with disabilities Applications-addresses interventions, assessment, counseling and evaluation methods Cultural & Psychosocial Issues-culturally responsive school programs, and responding to the diverse learning styles of students are presented, and a review of school counselor roles and tasks and strategies in working with students with disabilities is shared This text 'marries' School Counseling and Special Education Integrated Focus, historically independent disciplines, in a systematic, collaborative manner This book has the unique distinction of being edited by professors skilled in both the fields of school counseling and special education and is one of the few that exist which addresses these topics The selected authors are 'seasoned' professionals in the field, who possess both academic and clinical expertise The backgrounds of the chapter authors reflect the duality of disciplines, blending the two approaches into one comprehensive perspective, in order to help students with disabilities achieve success to the best of their potential Chapter case examples, discussions, and family comments highlight the actual experiences of the authors to illustrate theoretical knowledge Special attention is paid to current ASCA, CACREP and special education standards throughout the text

Laws and Ethics
Laws and ethics
Vicki A. McGinley

“We know that equality of individual ability has never existed and never will, but we do insist that equality of opportunity still must be sought.”

—Franklin D. Roosevelt

School counselors are important members of multidisciplinary teams (MDTs) that provide services to an increasing number of students with disabilities in the K–12 classroom. This increase is due to both the number of identified students with disabilities, as well as the fact that most of these students are educated in their least restrictive environment (LRE); for many of these students, approximately 89.3%, that means the general education setting (U.S. Department of Education, 2004). It is due specifically to this increase, and the school counselors’ role in ...

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