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
Chapter 11: Culturally Responsive Counseling and Collaboration
Culturally Responsive Counseling and Collaboration
“I know there is strength in the differences between us.
I know there is comfort, where we overlap”.
Special education includes a variety of disciplines across the educational setting and involves many professionals with intersecting duties and tasks. A number of team members and related service providers may communicate and collaborate in order to identify and meet the needs of students with disabilities. While many Individualized Education Plan (IEP) team members play multiple roles in the educational life of a student with a special education need, the purpose of this chapter is to clarify the role of school counselors whose primary duty, among many others, ...