Assisting Students With Disabilities 2/e

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 Trenhaile Preface Acknowledgments About the Authors 1. The Legal Context for Working With Students With Disabilities The Individuals with Disabilities Educational Improvement Act (IDEA) Section 504 The Americans with Disabilities Act (ADA) The No Child Left Behind (NCLB) Act Additional Laws Affecting Schools and School Counselors When Parents, Students, and School Personnel Disagree Concluding Comments 2. Specific Learning Disabilities and the School Counselor's Role Students With Specific Learning Disabilities: A Heterogeneous Group Learning Disabilities and Risk Factors Prereferral Activities Concluding Comments 3. Knowing the Whole Child Gathering Data About the Child Observation and Assessment Tools Reporting Findings Concluding Comments 4. Matching Data With Appropriate Interventions The TREAT Model Theories and Concepts Relationships Environment Adjunct Services and Supplemental Aids Treatable Goals Concluding Comments 5. Building a Structure for Success Identifying the Affected Skill or Curriculum Area Realistic and Measurable Goals Writing SMART Goals Career-Related Goals Life-Skills Goals Concluding Comments 6. Forming Partnerships With Families Parents and Families as Equal Partners Family Functioning Making Parents Feel Welcome Earning Parents' Trust Adapting Your Style Reasons Parents React Differently Sexuality Working With the Siblings of Children With Disabilities Family Diversity Concluding Comments 7. Making a Difference in the Wider Circle of Caring Leadership Advocacy Collaboration and Teaming Systemic Change--Beginning With YOU Concluding Comments Resource A: Professional Organizations Resource B: ASCA Position Statement on the Professional School Counselor and Students With Special Needs Resource C: ASCA's Ethical Standards for School Counselors References Suggested Readings Index

"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." -- Narda N. Porter, ADA Coordinator "An excellent resource for anyone who supports students with disabilities. This complex subject is made practical and the TREAT model provides a great outline for solutions. I recommend this book as a road map to help students make successful transitions from grade to grade and beyond." -- Gary G. Gibson, Counselor/LD Specialist