Working with Special Needs Students The Transformed School Counselor Chapter 10 ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Providing for the Instructional Needs of all Students All school personnel should be sensitive to the time needed to learn, especially for students who struggle to achieve a level of minimum proficiency. Learning ability is distinct to the individual; each child has unique talents, skills, and limitations. Each student acquires and applies information differently. Effective educators challenge all students to focus on their strengths and overcome the obstacles that are inhibiting their ability to learn. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

A Social Justice Agenda Learning ability is a student’s capacity to master a skill, task, or concept while the term disability describes a student’s incapability to accomplish the same skills, task, or concept in certain situations. School counselors can ensure that students with learning differences are treated with the same respect as the students who are considered part of the mainstream. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Response to Intervention a framework for organizing, allocating, and evaluating educational resources to meet the instructional needs of all students. integrates assessment and intervention within a multilevel prevention system to maximize student achievement and to reduce behavior problems. a multitiered approach to help struggling learners. targets instruction with the appropriate levels of time and support. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Response to Intervention RtI and Special Education Eligibility for special education can occur when a student’s response to both the core instruction and supplemental interventions still does not result in achieving grade-level objectives such as academic benchmarks or expected peer performance levels. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Response to Intervention A Multitiered Approach Is the teacher’s approach to providing a quality grade-level curriculum to ALL students. Tier 2 Targets students in need of additional support and focuses on identified learning needs. Tier 3 Is intensive support and ensures that every student who needs it receives it in addition to the core instruction. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Response to Intervention The School Counselor’s Role in RtI is to: assist teachers with differentiated instructional service delivery, closely monitor student progress, and use data to make informed decisions. participate in the identification process of students who are struggling in the core academic areas. serve as advocates for parents and/or families to best understand what RtI services are and how to maximize the instruction given in school. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

RtI and the ASCA National Model Foundation The faculty, administration, and students collaborate with the school counselor to identify which standards and competencies are needed by the students as the program is delivered, managed, and assessed for impact. Delivery As with classroom instruction, some students will need additional “reinforcement” or group counseling, while a few students may require Tier 3 support through individual counseling. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

RtI and the ASCA National Model, cont’d. System Support School counselors can use the collaborative consultation process with teachers and extend it to the parent/family members, utilizing everyone’s expertise. Management System Managing data, developing action plans, and organizing the delivery of strategies through the use of calendars and counseling logs are some examples of school-counselor-led activities that complement Tier 1, 2, and 3 interventions. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

RtI and the ASCA National Model Accountability System When RtI is aligned with the ASCA National Model and MEASURE, school counselors demonstrate their commitment to an effective, efficient, data-driven, and highly collaborative process. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Positive Behavior Intervention Supports (PBIS) PBIS is the application of the RtI framework for the prevention of behavior difficulties. Tier 1 - A school-wide behavioral plan. Tier 2 - Working with at-risk students on problem behaviors. Tier 3 - Specific, individual interventions for high-risk students. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Special Education Special education began with institutions that identified, segregated, and controlled children whose disabilities were seen as difficult or dangerous. The disability rights movement started between the 1960s and the 1980s. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Education for All Handicapped Children Act of 1975 The Education for All Handicapped Children Act (1975), later renamed the Individuals with Disabilities Act (IDEA), required states to provide a “free and appropriate education” for all children between the ages of 3 and 21, regardless of the handicapping condition or disability. The Individualized Education Plan (IEP) is the written record of the needs of each student and the procedures to provide services. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Special Education and School Improvement Agendas IDEA focuses on the performance of individual students in an array of areas, while the No Child Left Behind Act (NCLB) is more interested in system-wide outcomes. Under NCLB and IDEA a school can be identified as in need of improvement when it fails to meet standards for students with disabilities. Blueprint for Reform Blueprint for Reform requires school personnel to provide a wide range of resources and support to ensure that all students have the opportunity to succeed in college and in a career. The blueprint also increases support for inclusion and encourages the use of assessments. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

The Over Identification Debate Learning disabilities is by far the largest category of special education. Some criticism has been leveled against the teachers. Social and cultural changes, such as poverty, may have raised children’s vulnerability to developing learning disabilities. Black students have been overrepresented in special education for the past three decades. Also a higher percentage of males are identified for special education. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Procedural Steps in Special Education Placement Giving Parents/Guardians Notice Evaluation What the Notice Must Contain Timeframe for Initial Evaluation The Scope of Evaluation Review Existing Data Determine Eligibility Triennial Evaluations ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Inclusion Inclusion involves integrating students with disabilities into the traditional mainstream classroom setting. The goal is to make life for those with disabilities as culturally normative as possible. School counselors have a responsibility to seek not only the least restrictive environment but also provide to every student the most challenging educational opportunity possible. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

The Dominant Classification: Learning Disabilities A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations (USDOE, 2004). Genetic, teratogenic, or medical factors may contribute to learning disabilities. Learning disabilities are manifested frequently in reading, specifically decoding, fluency, and comprehension. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Section 504 of the Rehabilitation Act of 1973 It was the first congressional action to mandate that individuals with disabilities could not be discriminated against or denied benefit by any program receiving federal funding solely based on being disabled. Also applies to the provision of students whose disabilities are not severe enough to warrant classification but could benefit from supportive services and classroom modification. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

The School Counselor’s Role in the Special Education Identification Process School counselor should provide support in the referral process, but should not have the dominant responsibility. Eligibility First a student must be identified as having a disability under the definition established by Section 504. The provisions in Section 504 regulate four areas: pre-placement evaluation, evaluation, placement, and revaluation. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

Supporting Every Student’s Right to a Quality Education School counselors advocate for students with disabilities, create a healthy climate in the schools, and serve as an essential resource for students, teachers, parents, and administrators. School counselors have an ethical responsibility to not stray beyond the bounds of their training to take on inappropriate administrative or supervisory responsibilities. School counselors use group management skills to facilitate the work of the IEP team. ©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.