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). To learn more about each text in the series, please visit http://studysites.sagepub.com/vip/cpiseries/.

KEY FEATURES:

• The book is divided into four sections:
• Foundation—establishes a baseline of special education, terminology, classifications, and principles
• Collaboration—as the age old saying goes, "It takes a village to raise a child", so too, it takes a community of educators, counselors, parents, and related professionals to adequately and effectively attend to the unique needs of children with disabilities
• Applications—addresses interventions, assessment, counseling and evaluation methods
• Cultural & Psychosocial Issues—culturally responsive school programs, and responding to the diverse learning styles of students are presented, and a review of school counselor roles and tasks and strategies in working with students with disabilities is shared
• This text 'marries' School Counseling and Special Education Integrated Focus, historically independent disciplines, in a systematic, collaborative manner
• This book has the unique distinction of being edited by professors skilled in both the fields of school counseling and special education and is one of the few that exist which addresses these topics
• The selected authors are 'seasoned' professionals in the field, who possess both academic and clinical expertise
• The backgrounds of the chapter authors reflect the duality of disciplines, blending the two approaches into one comprehensive perspective, in order to help students with disabilities achieve success to the best of their potential
• Chapter case examples, discussions, and family comments highlight the actual experiences of the authors to illustrate theoretical knowledge
• Special attention is paid to current ASCA, CACREP and special education standards throughout the text

For Instructors Teaching a Single Course

The Series features eleven texts that address each of the foundational skill areas necessary for professional identity development. In each text, you'll find:

• An emphasis on counseling as a reflective practice in both course progression and professional settings
• A focus on applying theory to practice
• An integration of CACREP Standards
• A diverse and respected group of authors, most of whom are practitioners and educators
• Instructor resources (password protected) and student resources (open access) that provide robust pedagogical support

For Curriculum Developers

A common set of features span all texts in the Series, offering instructors and students a consistent approach to foundational content. Features include:

• The fostering of the student's professional identity using the ethical guidelines and CACREP standards that guide the counseling profession
• A blend of contemporary theory with current research and empirical support
• Case illustrations and guided practice exercises to help students translate theory and research into professional decision making and application
• An assimilation of concepts and constructs that move students to higher levels of cognitive and affective competence
• An emphasis on the need for and means of demonstrating accountability
• Instructor (password protected) and student resources (open access) that provide robust pedagogical support