Working With Students With Disabilities

Preparing School Counselors

Vicki A. McGinley, Barbara C. Trolley, Vicki A. McGinley, Barbara C. Trolley

"Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students."  
–Nona Cabral, California Baptist University  

Working with Students with Disabilities: Preparing School Counselors is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting.  As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This text continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material ?come alive? and fostering critical thinking.  

Working with Students with Disabilities: Preparing School Counselors is part of the SAGE Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs).

Chapter 1 Introduction

Barbara C. Trolley St. Bonaventure University

Heather Hass Mountain View Middle School, Goffston School District

Tamara Reynolds Cattaraugus-Allegany BOCES

“A true friend knows your weaknesses but shows you your strengths; feels your fears but fortifies your faith; sees your anxieties but frees your spirit; recognizes your disabilities but emphasizes your possibilities.”

—William Arthur Ward, American Author, Pastor, and Teacher

In recent years, school counselors have seen more students in special education on their caseloads, especially with increased inclusion of these students in the classroom. While school counselors historically have had as their mission to serve all students, in many ways, this has been a new territory for these professionals, most of whom have not received any formalized training in special education. Discussion ensues as to what is the exact role of school counselors in working with students with special needs; that is, how much and what type of involvement will they have. In the meantime, these students are being seen by school counselors, as counseling is frequently a requirement in the educational plans of students in special education. While philosophical debates continue, and specific duties vary across school districts, it is essential that all school counselors have a basic, working knowledge of special education and that this area of service becomes part of their professional identity.

One of the most fundamental issues for school counselors to address in working with students with disabilities is establishing a clear comprehension of special education classifications and language. At times, it may seem like alphabet soup with the plethora of acronyms that swirl in special education verbal discussions and written reports. While it is very possible that some terms may get past any professional, at the very least, it is crucial that school counselors know how disabilities are classified, what each entails, common acronyms frequently utilized, and where to find additional information. In addition to the acquisition of technical terminology, it is essential that school counselors are familiar with the impact that language has had over time on children with disabilities and the stereotypes that exist. After reading this chapter, the reader will be able to accomplish the following:

1. Obtain an understanding of the classification of special education categories.
2. Learn commonly used acronyms in the special education field.
3. Explore common stereotypes of students with disabilities.
4. Examine negative language that persists today.

Overview

According to the Individuals with Disabilities Education Act (IDEA), the nation’s special education law, a student with a disability must be educated in the least restrictive environment, to the maximum extent possible. (Note, as of 2004, this act is now identified as the Individuals with Disabilities Education Improvement Act, or IDEIA.) Within this federal law, classifications of disabilities exist that guide each state’s definitions of disability and who is eligible for a free appropriate public education (FAPE). It is important to keep in mind that while there are specific criteria that pertain to each disability, how these disabilities are individually manifested may vary; that is, there is no absolute profile of a child with autism. These classifications are listed in Table 1.1.

In addition to the classifications, a plethora of acronyms exist which are commonly used in special education discourse. They are ever evolving and can be overwhelming to those who are just entering the special education system. While a sample list is presented in Table 1.2 below, please be aware that this list is not exhaustive or static.

Table 1.1

Source: Regulation 300.8c: Definitions of disability terms. Building the Legacy: IDEA 2004. U.S. Department of Education.

Table 1.2

Source: Center for Parent Information and Resources (retrieved 3/12/15). Disability and Special Education Acronyms, Newark, NJ.

*Until October 2010, IDEA used the term mental retardation. In October 2010, Rosa’s Law was signed into law by President Obama. Rosa’s Law changed the term to be used in future to intellectual disability. The definition of the term itself did not change, only the use of “intellectual disability” instead of “mental retardation.”

School counselors, as stated previously, must have the fundamental terminology in their vernacular, in order to effectively work with students with disabilities, students’ parents, and colleagues. A related but distinct area to be aware of is how language regarding disability has evolved and impacted these students. The following are reflections from each of the authors of this chapter as to this notion of language and stereotypes which persist in regard to disability.

Language and Stereotypes

Haas Reflection

Using person-first language is a bugaboo of mine. Children are children and should be identified as such. IDEA itself uses the phrase “Child with a disability” in Section 300.8. So, rather than saying, the learning disabled student, it is better to use the phrase, “student with a learning disability.” It sounds trite, but readers, consider the phrase “mentally retarded kid.” What images does that conjure? Personally, as a special educator and advocate, I reflect on Willowbrook, a New York State run institution for people with disabilities, uncovered in 1972 as an inhumane and abusive residential facility, in which an overpopulated group endured unspeakable treatment. I am a firm believer that we must never forget how society used to treat our most fragile population, and we should remain proud of how far we have come, while never settling for where we are. Now reflect on the phrase “that mentally retarded kid” versus “the child with an intellectual disability.” Some may say that it is just semantics or political correctness. By using child-first language, the mind will first consider the child and the disability second. Having an intellectual disability is just one aspect of a person and their character. Having worked with and taught students with intellectual disabilities, I can speak firsthand that my students are funny, bright, talented, inquisitive, stubborn, emotional, kind, friendly, and loving, to name just a few characteristics. When considering the educational programs students use, I am, again, a strong component for using student-first language. “The life skills kids” gives people an unspoken message that can pigeonhole students. It is better to say, “Students who access a life skills program,” as there is much more to students than just a program in which they are enrolled. Another phrase commonly used is “confined to a wheelchair.” By definition, confine means something that encloses or restrains. People are not confined to, they use a wheelchair for mobility. Language has power. We can all reflect on words that are unacceptable and offensive in our culture. Within special education and rights for people with disabilities, Rosa’s Law, Public Law 111–256 changed the term mental retardation to intellectual disability. I am in hopeful anticipation of the change of the IDEA classification, Emotional Disturbance.

Trolley Reflections

In Chapter 11, the language and stereotypes associated with disability are further addressed. It is, however, important to introduce these concepts now in regard to students with disabilities, in order to set the stage for subsequent discussions. There is also an intimate tie with disability language and the previously discussed classification of students in special education. Diagnostic classifications are meant to shed light on the nature of the disorder, differentiate its existence from other disorders, and provide guidance to interventions. Unfortunately, such nomenclature is often used freely, and with negative connotations attached. Psychopath and Sociopath are just two examples of diagnostic disorders that have been applied to people’s behavior, not as a clinical disorder but in terms of a derogatory statement being made. These images are daily reinforced in the media, whether it is a television show, a newspaper article, or a YouTube clip. This is demonstrated in the Guided Practice Exercise 1.1.

These misnomers also trickle down to youth. Most readers can remember one, if not numerous, time they heard the word retard on the school bus, playground, classroom, or neighborhood. Perhaps this is a word you yourself have used without a second thought. Furthermore, some educators, for example, may perceive learning disabilities to be a “catchall category” and that not everyone with that classification has a valid disability. Think back to a time when you heard a teacher state that a student was just “lazy” or “unorganized” or “unmotivated.” If these assumptions abound, then appropriate accommodations may be lacking.

In addition to the negative psychosocial impact of these statements and perceptions, expectations of these students may be lowered and self-fulfilling prophecies (i.e., “I am disabled and have deficits, therefore, I will never be able to achieve my goals”) developed, both of which can have far-reaching effect. Earle (2003) addressed the concerns that people with disabilities are less likely to go to college and get a job. Si...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Brief Contents
• Contents
• Series Editors’ Preface
• Editors’ Preface
• Acknowledgements
• Publisher Note
• Chapter 1 Introduction
• Chapter 2 Educational Initiatives and Professional Organization Standards
• Chapter 3 Laws and Ethics
• Chapter 4 Collaborative Teamwork and Advocacy
• Chapter 5 Multidisciplinary Team Players and Process
• Chapter 6 Family Perspectives and Home-School Collaboration
• Chapter 7 ASCA Delivery Systems
• Chapter 8 Assessment, Evaluation, and Plans
• Chapter 9 Inclusion Considerations
• Chapter 10 Fundamentals of Transitions
• Chapter 11 Culturally Responsive Counseling and Collaboration
• Chapter 12 Psychosocial and At-Risk Considerations
• Epilogue
• Answers
• Answers
• Answers
• Answers
• Answers
• Answers
• Answers
• Answers
• Index
• About the Editors