Assisting Students With Disabilities

Julie P. Baumberger is an associate professor at the Ross School of Medicine (Dominica, West Indies), where she has a joint appointment in the Department of Behavioral Sciences and the Counseling Center. She also teaches for Capella University in the Harold Abel School of Psychology. As a licensed professional counselor, psychological examiner, and school counselor, Dr. Baumberger worked for many years as a school counselor in both elementary and secondary schools. She later maintained a private practice counseling children, youth, and adults. Her current research and scholarly interests include youth and adults with disabilities, school counselor preparation, and mental health issues of young adults pursuing medical education. Ruth E. Harper is Professor of Counseling and Human Resource Development at South Dakota State University, where she coordinates the college student personnel track. Harper has been a counselor and administrator at the postsecondary level for many years. Harper’s research and writing focuses on college student mental health issues, American Indian college students, and career counseling.

• Foreword by Jay TrenhailePrefaceAcknowledgmentsAbout the Authors1. The Legal Context for Working With Students With DisabilitiesThe Individuals with Disabilities Educational Improvement Act (IDEA)Section 504The Americans with Disabilities Act (ADA)The No Child Left Behind (NCLB) ActAdditional Laws Affecting Schools and School CounselorsWhen Parents, Students, and School Personnel DisagreeConcluding Comments2. Specific Learning Disabilities and the School Counselor′s RoleStudents With Specific Learning Disabilities: A Heterogeneous GroupLearning Disabilities and Risk FactorsPrereferral ActivitiesConcluding Comments3. Knowing the Whole ChildGathering Data About the ChildObservation and Assessment ToolsReporting FindingsConcluding Comments4. Matching Data With Appropriate InterventionsThe TREAT ModelTheories and ConceptsRelationshipsEnvironmentAdjunct Services and Supplemental AidsTreatable GoalsConcluding Comments5. Building a Structure for SuccessIdentifying the Affected Skill or Curriculum AreaRealistic and Measurable GoalsWriting SMART GoalsCareer-Related GoalsLife-Skills GoalsConcluding Comments6. Forming Partnerships With FamiliesParents and Families as Equal PartnersFamily FunctioningMaking Parents Feel WelcomeEarning Parents′ TrustAdapting Your StyleReasons Parents React DifferentlySexualityWorking With the Siblings of Children With DisabilitiesFamily DiversityConcluding Comments7. Making a Difference in the Wider Circle of CaringLeadershipAdvocacyCollaboration and TeamingSystemic Change--Beginning With YOUConcluding CommentsResource A: Professional OrganizationsResource B: ASCA Position Statement on the Professional School Counselor and Students With Special NeedsResource C: ASCA′s Ethical Standards for School CounselorsReferencesSuggested ReadingsIndex

"Counselors, parents, special educators, and college transition coordinators will benefit greatly from the wealth of practical information in this book, which gives readers focused methods for addressing how optimal outcomes can be attained in the face of limited time, energy, and resources. Highly recommended."