Special Education The Role of the School Counselor

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Special Education The Role of the School Counselor

Special Education The Role of the School Counselor

Overview of Lesson • What do you already know? • IDEA and the basic

Overview of Lesson • What do you already know? • IDEA and the basic special education process • Developing the IEP • School Counselor’s many roles • Grade level considerations

Consider Current Knowledge • What do you know about Special Education? • Any experiences

Consider Current Knowledge • What do you know about Special Education? • Any experiences in your current internship? • • Pros? Cons? • What might be some roles of the school counselor? • How might those roles differ between K-12?

Individuals with Disabilities Education Act • The Individuals with Disabilities Education Act (IDEA) is

Individuals with Disabilities Education Act • The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. • If a child has a disability that adversely affects educational performance, that child is eligible for special education services under IDEA.

Who is Eligible? To be eligible for special education, your child must have an

Who is Eligible? To be eligible for special education, your child must have an educational disability. An educational disability is defined as one of 13 categories below that adversely affects their educational performance and requires special education and related services. • • • • Intellectual Disability (formerly referred to as Mental Retardation) – Generally perceived to be an IQ less than 70. Hearing impairment (HI) Speech or language impairment (SL) Visual impairment (VI) Emotional disturbance (ED) Orthopedic impairment Autism Traumatic brain injury (TBI) Other health impairment (OHI) Multiple disabilities Deaf/blindness Developmental delay for children ages 3 -10 (DD) Acquired Brain Injury (ABI) Specific learning disabilities (LD)

Basic SPED Process Under IDEA 1. Child is identified as possibly needing special education

Basic SPED Process Under IDEA 1. Child is identified as possibly needing special education and related services. 2. Child is evaluated. 3. Eligibility is decided. 4. Child is found eligible for services. 5. IEP meeting is scheduled. 6. IEP meeting is held and the IEP is written.

Basic SPED Process Under IDEA (cont) 7. Services are provided. 8. Progress is measured

Basic SPED Process Under IDEA (cont) 7. Services are provided. 8. Progress is measured and reported to parents. 9. IEP is reviewed at least once a year. 10. Child is reevaluated at least every three years. IEP Guide

Developing the IEP • • • IEPs must now include “a statement of measurable

Developing the IEP • • • IEPs must now include “a statement of measurable annual goals, including academic and functional goals …” IEPs must now include "…a statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments…“ Under IDEA 2004, the first IEP after the child is 16 (and updated annually) must include "…appropriate measurable postsecondary goals”

Developing the IEP (cont) • In developing the IEP, the IEP team shall consider:

Developing the IEP (cont) • In developing the IEP, the IEP team shall consider: · the child’s strengths · the parent’s concerns for enhancing the child’s education · the results of the initial evaluation or most recent evaluation · the child’s academic, developmental, and functional needs

Developing the IEP (cont. ) • The IEP team shall consider special factors for

Developing the IEP (cont. ) • The IEP team shall consider special factors for children: · whose behavior impedes learning · who have limited English proficiency · who are blind or visually impaired · who are deaf or hard of hearing • ALL YOU EVER WANTED TO KNOW ABOUT IDEA 2004

How does this apply to me?

How does this apply to me?

School Counselor: “Informant” • Referrals are one role of the school counselor as described

School Counselor: “Informant” • Referrals are one role of the school counselor as described by ASCA • Educating parents on options for their concerns • After the IEP process, parents might also turn to the school counselor for support

School Counselor: “The Know-It. Most” • Knowledgeable/Expert on the student prior to the IEP

School Counselor: “The Know-It. Most” • Knowledgeable/Expert on the student prior to the IEP process • Even in general education, the counselor most likely has worked with the student in some capacity and even offered interventions prior to resorting to an IEP

School Counselor: “The Advocate” • Advocacy in the IEP Process: Strengths-Based School Counseling in

School Counselor: “The Advocate” • Advocacy in the IEP Process: Strengths-Based School Counseling in Action (Geltner & Leibforth, 2008) • Identify and promote individual strengths to be reflected in IEP goals • Consider the environment in relation to the IEP and student • Develop relationships and identify who can continue advocating for student on daily basis

School Counselor: “The Pen” • Plain and Simple. The IEP needs a district representative

School Counselor: “The Pen” • Plain and Simple. The IEP needs a district representative to sign off on it. Sometimes that might be the school counselor. • What are the benefits to being the district representative? • And the disadvantages?

School Counselor: “The Transitioner” • • “Students do better if they are prepared for

School Counselor: “The Transitioner” • • “Students do better if they are prepared for a new environment, and viewing transition as a process instead of an event that occurs at a single point in time is critical. ” (Milsom, 2007) More time, repetition, and practice are useful for students with disabilities Self-awareness, communication, and coping skills are just some interventions to assist with (group or individual counseling) 504 may be necessary if exited/denied from IEP

School Counselor: “The Detective” • When looking at grades and scores, we often look

School Counselor: “The Detective” • When looking at grades and scores, we often look for the lowest • Key aspect in special education is the discrepancy model • Kids testing well or getting good grades may still have learning disabilities

School Counselor: “The Empathizer” • “Parents develop wishes, expectations, and dreams for their children,

School Counselor: “The Empathizer” • “Parents develop wishes, expectations, and dreams for their children, even before the child is born. ” (Taub, 2006) • Grief and loss may be related to injuries or newly discovered disabilities • Important to use skills to understand parent and help communicate individual needs of the student

Self-Determination Study • • • Palmer & Wehmeyer, 2002 Students with disabilities tend to

Self-Determination Study • • • Palmer & Wehmeyer, 2002 Students with disabilities tend to lack self-determination which is linked to future success by achieving individual goals Major themes in intervention were “Set a Goal, ” “Take Action, ” and “Adjust” Found that younger students can partner with teachers to learn more self-determination With this information, what could you as an elementary school counselor do?

Middle School Study • Currently, students at my school can qualify for special education

Middle School Study • Currently, students at my school can qualify for special education in math, reading, and writing • Students are in general education classes for science and expected to work at the class level • Student’s grades are affected, often significantly lower than their special education classes • Thoughts?

8 th Grade SPED % Who Met Standard on MSP/WASL 35. 00% 30. 00%

8 th Grade SPED % Who Met Standard on MSP/WASL 35. 00% 30. 00% 25. 00% 33% 32% 29% 26% 24% 23% 22% 20. 00% 18% 14% 15. 00% 10. 00% 13% MATH 10% 5% 5. 00% SCIENCE 0% 0. 00% 2012 -2013 2011 -2012 READING 2010 -2011 2009 -2010 2008 -2009

Middle School Study (cont. ) • What are your thoughts on immersion? • What

Middle School Study (cont. ) • What are your thoughts on immersion? • What are the benefits to Special Education? • What are the disadvantages of meeting students at their identified level?

ASCA Equity for All Students • “Professional school counselors advocate for the equitable treatment

ASCA Equity for All Students • “Professional school counselors advocate for the equitable treatment of all students in school and in the community. ” • “Professional school counselors are mindful of school and community perceptions…of underrepresented groups and understand the importance of collaborating with school and community…to help all students succeed. ” • “Professional school counselors develop plans to address over- or underrepresentation of specific groups in programs such as special education. ”

Important Resources

Important Resources