This new edition revisits the important role that school counsellors play in the personal, social, academic, and career development of students with disabilities.

While school counsellors play a critical role in the planning and distribution of services to students with special needs, they may have very little training in this area. Baumberger and Harper's essential handbook has been updated throughout to help counsellors work confidently and competently with students who may require special services. The specific model they originally developed is even more useful today as counsellors document the ways in which they connect student data with appropriate interventions. The book chapters provide:

. Clear explanations of recent changes shaping the legal context for working with students with disabilities

. Tips to help counsellors identify students eligible for special services

. Suggestions for designing realistic, measurable IEP goals

. A number of case studies that walk readers through effective counselling responses

. Insight into gaining parents' trust, involving families positively in schools, and counselling siblings of students with disabilities

. Strategies for integrating the individual needs of students with disabilities into comprehensive school counselling programs

Every school counsellor feeling the weight of accountability will welcome this guide to measurable, improved service delivery for students with special needs.

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.

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