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

Fundamentals of Transitions

Fundamentals of transitions
Donna Wandry

“Transitions themselves are not the issue, but how well you respond to their challenges!”

—Jim George, Christian Author and Speaker

Student transition from one point to another in an educational system is an inevitable occurrence. Transitions can be seen as temporal processes that cross social, academic, and procedural lines (Tilleczek, 2008). According to the seminal work of Bronfenbrenner (1979), “Every transition is both a consequence and an instigator of developmental processes” (p. 27).

The transition points are numerous, and the number of factors impacting the transitional experience at each juncture is significant. Assisting students with and without disabilities to successfully navigate these points of passage is a task for all school personnel and a potentially key ...

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