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
“Inclusion, it is just education.”
Inclusion can be a difficult concept to understand and an even more difficult practice to implement. The role of school counselors has most often been to advise students, but many are given the added responsibility to work with students with disabilities at various educational levels. The role and function of school counselors may not be only to assess students’ emotional and/or social needs or their motivation toward school; today, some are being asked as well to facilitate and support teachers in various educational areas such as curriculum implementation, strategies for including students, or in conducting group sessions to aid social skill development (Friend & Bursuck, 2013). Depending on the educational level ...