{"product_id":"the-school-counselors-guide-to-helping-students-with-disabilities-paperback-softback-9780470175798","title":"The School Counselor's Guide to Helping Students with Disabilities (Paperback \/ softback) 9780470175798","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThe School Counselor's Guide to Helping Students with Disabilities\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eLaura E. Marshak (Author), Claire J. Dandeneau (Author), Fran P. Prezant (Author), Nadene A. L'Amoreaux (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780470175798, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 12 January 2010\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e384 pages\u003cbr\u003e27.9 x 21.7 x 2 cm, 0.898 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eDown-to-earth advice for helping students with disabilities succeed\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe School Counselor's Guide to Helping Students with Disabilities\u003c\/i\u003e offers school counselors a practical guide for handling the complexities of working with children and youth who have disabilities. The book is organized to correspond with the myriad responsibilities and roles assumed by school counselors in elementary, middle and high school settings. The authors provide both seasoned and new school counselors with the insight and tools they need to successfully promote the academic, personal, social, and career success of students with disabilities.\u003c\/p\u003e \u003cul\u003e \u003cli\u003ePresents a wealth of relevant disability-related knowledge and useful strategies\u003c\/li\u003e \u003cli\u003eIncludes information on the most pertinent legislation pertaining to students with disabilities\u003c\/li\u003e \u003cli\u003eOffers the most effective counseling interventions for helping young children or adolescents experiencing social exclusion because of their disabilities\u003c\/li\u003e \u003cli\u003eBonus section contains a wealth of disability-specific information with implications and practical applications for counselors\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eThis important book brings together experts in two disciplines, school counseling and special education\/disabilities, in order to address the practicalities and possibilities of working with students with disabilities.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Authors xiii\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART ONE COUNSELING STUDENTS WITH DISABILITIES: THE BASICS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Possibilities and Practicalities 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Role of the School Counselor 6\u003c\/p\u003e \u003cp\u003ePromoting Genuine Inclusion 8\u003c\/p\u003e \u003cp\u003eLooking Out for Students 9\u003c\/p\u003e \u003cp\u003eAddressing the Needs of Stakeholders: Parents, Teachers, and Students 10\u003c\/p\u003e \u003cp\u003eFostering Resilience 13\u003c\/p\u003e \u003cp\u003eAmplified Needs 14\u003c\/p\u003e \u003cp\u003eThe ASCA National Standards Amplification of the Needs of Students with Disabilities 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The Art of Helping Students with Disabilities 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEveryday Distortions of People with Physical Disabilities 24\u003c\/p\u003e \u003cp\u003eSpread and Global Evaluations 24\u003c\/p\u003e \u003cp\u003eTypecasting 25\u003c\/p\u003e \u003cp\u003eDistorted Perceptions of Students with Nonvisible Disabilities 28\u003c\/p\u003e \u003cp\u003eGlobal Evaluation and Invisible Disabilities 30\u003c\/p\u003e \u003cp\u003eDiagnosis and Perception 31\u003c\/p\u003e \u003cp\u003ePossibilities: Seeing What Cannot Easily Be Seen 33\u003c\/p\u003e \u003cp\u003ePossibilities: Predicting the Future 34\u003c\/p\u003e \u003cp\u003eSeeing the Student in the Environment 35\u003c\/p\u003e \u003cp\u003eEffective Helping Orientations: Social-Minority Versus Medical Models 37\u003c\/p\u003e \u003cp\u003eHelp That Is Helpful 39\u003c\/p\u003e \u003cp\u003eGetting Comfortable 42\u003c\/p\u003e \u003cp\u003eLogistics 44\u003c\/p\u003e \u003cp\u003eTalking About a Student’s Disability 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 School Counseling Programs: Genuine Inclusion 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Foundation 48\u003c\/p\u003e \u003cp\u003eInclusion 49\u003c\/p\u003e \u003cp\u003eSameness Is Not Fairness 50\u003c\/p\u003e \u003cp\u003eAbleism 50\u003c\/p\u003e \u003cp\u003eDelivery System 52\u003c\/p\u003e \u003cp\u003eManagement 52\u003c\/p\u003e \u003cp\u003eAccountability 53\u003c\/p\u003e \u003cp\u003eFrom Theory to Practice 53\u003c\/p\u003e \u003cp\u003eTargeted Advocacy 54\u003c\/p\u003e \u003cp\u003eSystemic Advocacy 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Protective Legislation and the School Counselor Role 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow We Got Here: A Glimpse Back in Time 59\u003c\/p\u003e \u003cp\u003eThe Spirit of the Law Versus the Letter of the Law 62\u003c\/p\u003e \u003cp\u003eLegislation and the School Counselor’s Responsibilities 63\u003c\/p\u003e \u003cp\u003eStudents Who Qualify for Special Education 64\u003c\/p\u003e \u003cp\u003eReview of the Process That Culminates in the IEP Meeting 71\u003c\/p\u003e \u003cp\u003eImportance of the IEP 72\u003c\/p\u003e \u003cp\u003eDefining the Least Restrictive Environment 72\u003c\/p\u003e \u003cp\u003eBehavior and Discipline: Special IEP Factors 73\u003c\/p\u003e \u003cp\u003eFunctional Behavior Assessment 74\u003c\/p\u003e \u003cp\u003eBehavior Intervention Plan 75\u003c\/p\u003e \u003cp\u003eThe Transition Plan 75\u003c\/p\u003e \u003cp\u003eTranslating It All into Action 77\u003c\/p\u003e \u003cp\u003eSection 504 and 504 Plans 78\u003c\/p\u003e \u003cp\u003eNCLB and IDEA 80\u003c\/p\u003e \u003cp\u003eClaudia’s Story 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Partnering with Parents 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Glimpse of Common Parental Experiences 86\u003c\/p\u003e \u003cp\u003eStereotypes About Parents 89\u003c\/p\u003e \u003cp\u003eParental Stress 90\u003c\/p\u003e \u003cp\u003eNeglectful and Abusive Parents 91\u003c\/p\u003e \u003cp\u003ePartnering with Parents and Caregivers 92\u003c\/p\u003e \u003cp\u003eWhat Parents Value in Helping Relationships 93\u003c\/p\u003e \u003cp\u003eResponding to Parents’ Needs for Support and Empowerment 94\u003c\/p\u003e \u003cp\u003eCommon Barriers to Developing Collaborative Relationships with Parents 98\u003c\/p\u003e \u003cp\u003eCritical School Transitions and Developmental Stages 98\u003c\/p\u003e \u003cp\u003eElementary School 99\u003c\/p\u003e \u003cp\u003eMiddle School or Junior High School 99\u003c\/p\u003e \u003cp\u003eHigh School 99\u003c\/p\u003e \u003cp\u003ePreparing for Transition 99\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART TWO MEETING THE NEEDS OF STUDENTS WITH  DISABILITIES: ADDRESSING THE AMPLIFIED ASCA DOMAINS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Meeting Students’ Academic Needs 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Purpose of Education and Academic Success 111\u003c\/p\u003e \u003cp\u003eThe Role of High-Stakes Testing 112\u003c\/p\u003e \u003cp\u003eThe Purpose of Inclusion 113\u003c\/p\u003e \u003cp\u003eAmplified Academic Needs 114\u003c\/p\u003e \u003cp\u003eNegative Academic Self-Concepts of Students with Disabilities 116\u003c\/p\u003e \u003cp\u003eTwice-Exceptional Student Issues 118\u003c\/p\u003e \u003cp\u003ePromoting Positive Academic Self-Concepts with Students with  Disabilities 119\u003c\/p\u003e \u003cp\u003eAcademic Interventions 119\u003c\/p\u003e \u003cp\u003eCounseling Interventions 121\u003c\/p\u003e \u003cp\u003eModeling Self-Advocacy 122\u003c\/p\u003e \u003cp\u003ePromoting Inclusion 123\u003c\/p\u003e \u003cp\u003eMind-Sets that Resist Inclusion and Responses to Challenge Them 125\u003c\/p\u003e \u003cp\u003eIdentifying Useful Accommodations and Technology 130\u003c\/p\u003e \u003cp\u003eIncluding Families and Other Natural Supports 134\u003c\/p\u003e \u003cp\u003ePromoting Academic Resilience 136\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Meeting Elementary Students’ Personal and Social Needs 139\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFostering Social Integration in the Classroom 141\u003c\/p\u003e \u003cp\u003eCreating a Classroom Climate Conducive to Social Integration 142\u003c\/p\u003e \u003cp\u003eResiliency and Self-Concept 156\u003c\/p\u003e \u003cp\u003eSocial Integration Beyond the Classroom 157\u003c\/p\u003e \u003cp\u003eCritical Social School Environments Outside Class 158\u003c\/p\u003e \u003cp\u003eFacilitating Social Integration: Fostering Social Skill Development 163\u003c\/p\u003e \u003cp\u003eSocial Integration, Resiliency, Social Skills, and the IEP 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Meeting Adolescent Students’ Personal and Social Needs 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIdentity and Self-Esteem 169\u003c\/p\u003e \u003cp\u003eSelf-Esteem Development 169\u003c\/p\u003e \u003cp\u003eForming Identity 171\u003c\/p\u003e \u003cp\u003eSexuality Issues 174\u003c\/p\u003e \u003cp\u003ePersonal Self-Determination and Self-Advocacy 176\u003c\/p\u003e \u003cp\u003eSocial Skills: Basic and Specialized 178\u003c\/p\u003e \u003cp\u003eHigh-Risk Activities 182\u003c\/p\u003e \u003cp\u003eSubstance Abuse 183\u003c\/p\u003e \u003cp\u003eUnwanted Pregnancy and Sexual Abuse 183\u003c\/p\u003e \u003cp\u003eJuvenile Delinquency 184\u003c\/p\u003e \u003cp\u003eSchool Dropout 184\u003c\/p\u003e \u003cp\u003eDignity of Risk and Resiliency 185\u003c\/p\u003e \u003cp\u003eDignity of Risk 185\u003c\/p\u003e \u003cp\u003eResiliency 186\u003c\/p\u003e \u003cp\u003eIntegrating Personal and Social Competencies 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Meeting Students’ Career-Planning Needs 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAmplified Career Development Needs 190\u003c\/p\u003e \u003cp\u003eWhat Is Realistic? 193\u003c\/p\u003e \u003cp\u003eExpansive Realism in Action 195\u003c\/p\u003e \u003cp\u003eOther Career Development Issues 196\u003c\/p\u003e \u003cp\u003eRole Models and Mentoring 197\u003c\/p\u003e \u003cp\u003eStandardized Career Assessment Instruments 198\u003c\/p\u003e \u003cp\u003eSelf-Determination and Self-Advocacy: Critical Assets in Career Planning 199\u003c\/p\u003e \u003cp\u003eTransitional Planning 200\u003c\/p\u003e \u003cp\u003eState and Federal Vocational Rehabilitation Services 201\u003c\/p\u003e \u003cp\u003eCenters for Independent Living 203\u003c\/p\u003e \u003cp\u003eOn Your Own Without a Net 203\u003c\/p\u003e \u003cp\u003eTransition to Work After High School Ends 204\u003c\/p\u003e \u003cp\u003eStudents with Disabilities and the ADA 204\u003c\/p\u003e \u003cp\u003eSupported Employment for Students with Significant Disabilities 205\u003c\/p\u003e \u003cp\u003eTransition to Postsecondary Education 206\u003c\/p\u003e \u003cp\u003eEntrance Exams 206\u003c\/p\u003e \u003cp\u003eDisclosing Disability Status 207\u003c\/p\u003e \u003cp\u003eChoosing a College or University 208\u003c\/p\u003e \u003cp\u003ePlanning 209\u003c\/p\u003e \u003cp\u003eThe Intangible Benefits of Work for Students with Disabilities 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART THREE DISABILITY-SPECIFIC  INFORMATION: IMPLICATIONS AND PRACTICAL APPLICATIONS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAttention Deficit Hyperactivity Disorder 213\u003c\/p\u003e \u003cp\u003eAnxiety Disorders 219\u003c\/p\u003e \u003cp\u003eAsthma and Allergies 224\u003c\/p\u003e \u003cp\u003eAutism 229\u003c\/p\u003e \u003cp\u003eBipolar Disorder and Depression 234\u003c\/p\u003e \u003cp\u003eCancer 239\u003c\/p\u003e \u003cp\u003eCerebral Palsy 243\u003c\/p\u003e \u003cp\u003eCystic Fibrosis 247\u003c\/p\u003e \u003cp\u003eDeafness and Hearing Disorders 251\u003c\/p\u003e \u003cp\u003eDegenerative Orthopedic Diseases (Muscular Dystrophy) 256\u003c\/p\u003e \u003cp\u003eDiabetes  261\u003c\/p\u003e \u003cp\u003eFetal Alcohol Syndrome  266\u003c\/p\u003e \u003cp\u003eLearning Disabilities  271\u003c\/p\u003e \u003cp\u003eMental Retardation  276\u003c\/p\u003e \u003cp\u003eOppositional Defiant Disorder\/Conduct Disorder  280\u003c\/p\u003e \u003cp\u003eOther Orthopedic Impairments  284\u003c\/p\u003e \u003cp\u003eSeizures  289\u003c\/p\u003e \u003cp\u003eSpeech and Language Disorders  294\u003c\/p\u003e \u003cp\u003eSpina Bifida  300\u003c\/p\u003e \u003cp\u003eTraumatic Brain Injury  303\u003c\/p\u003e \u003cp\u003eVisual Impairments  308\u003c\/p\u003e \u003cp\u003eConclusion 313\u003c\/p\u003e \u003cp\u003eNotes 317\u003c\/p\u003e \u003cp\u003eReferences 331\u003c\/p\u003e \u003cp\u003eIndex 349\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" 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