• 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

Collaborative Teamwork and Advocacy
Collaborative teamwork and advocacy
Diana Lawrence-Brown

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

—Margaret Mead, Anthropologist

School counselors need to be skilled communicators and collaborators for all students (CACREP, 2009) and, especially, for students with disabilities. No other students have so many professionals involved, both school and community based. Effective services for the student depend upon effective teamwork among service providers. Expectations for school counselors to work within a team approach have been increasing, and continue to do so. A counselor recognized for effective work with students with disabilities described the work this way: “collaborative, because almost nothing you do with special ed kids ...

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