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Running head: BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 1
Benefits of Specialized School Counselors for Preparing Students with Developmental
Disabilities for College Readiness
A Research Paper
Presented to the Faculty of the Adler Graduate School
__________________________________
In Partial Fulfillment of the Requirements for
The Degree of Master of Arts in
Adlerian Counseling and Psychotherapy
__________________________________
By: Katie Orthaus
January 2014
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 2
Abstract
Research states that only 27% of students with developmental disabilities in America had been in
postsecondary school three to five years once they had graduated from high school (Kushner,
Maldonado, Pack & Hooper, 2011). This number could increase if students with developmental
disabilities were provided with more service and information in schools on post-secondary
education. These services could be provided by specialized school counselors in the high
schools. Counselors should be provided with more specialized education in working with
students who have developmental disabilities.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 3
Benefits of Specialized School Counselors for Preparing Students with Developmental
Disabilities for College Readiness
Abstract
Outline
Introduction
Laws
Americans with Disabilities Act
Rehabilitation Act
Section 504 Rehabilitation Act
Individuals with Disabilities Education Act
Transition plans
Critical Issues
Lack of Education
Teacher Support
Self-Advocacy
College Interviews
Public
Private
Community
Interventions
Transition Groups
DO-IT program
Adlerian Analysis
Belonging
Contributing
Superiority vs. Inferiority
Effort over outcome
Implications for School Counselors
Conclusion
Appendix One
Appendix Two
References
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 4
Benefits of Specialized School Counselors for Preparing Students with Developmental
Disabilities for College Readiness
In schools today there are more students with developmental disabilities than ever before.
While there are many students with developmental disabilities there are few school counselors to
support these students. School counselors have more than the recommended amount of students
to guide, and they are unable to provide the support these developmentally disabled students
need. This is especially an issue in the high schools with developmentally disabled students in
grades 10-11. These students are not being provided enough counseling on college readiness.
Since they are not being educated on college, the students may believe it is not possible for them
to attend, or it is not right for them, because of their disability. Therefore, the problem is that
students with developmental disabilities are not being provided enough college readiness by
school counselors in the high school.
The percentages of students enrolling in post-secondary education by disability are listed:
Visual impairments 78%, deaf or hard of hearing 72%, autism spectrum disorder 58%,
speech/language 55%, other health impairments 55%, deaf-blindness 55%, orthopedic
impairments 54%, traumatic brain injury 52%, learning disabilities 47%, multiple
disabilities 35%, emotional disturbances 34%, intellectual disabilities 27%. Students with
disabilities make up approximately 10% of the college student population (Krell, 2010,
p.7).
It is important to understand benefits of having a school counselor focus on one type of
student. Focusing on students with developmental disabilities will let school counselors produce
curriculum that meets these students’ needs. School counselors will have enough time to give the
students the attention that is required for them to succeed. Students with developmental
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 5
disabilities will feel more supported by specialized faculty other than their teachers. These
students will be given more opportunity for success in their future. Students will receive more
resources about their futures. Parents have the potential to feel more supported in their efforts to
send their children to college. Students’ parents will have more resources to help them. School
counselors can help students with developmental disabilities, parents of these students, and other
school faculty.
School counselors are an important part of the school system. As a school counselor, it is
required to encourage the academic, social emotional and career development of every student
(Nichter & Edmonson, 2005). Counselors are to help all students understand their potential, no
matter their cognitive, emotional, medical, behavioral, physical, or social disability. School
counselors within a high school focus on providing services to students about college readiness,
and career development. According to the American School Counseling Association National
model, school counselors manage the school counseling program and guarantee operative
approaches are active to meet stated student success and achievement. The school counselor
provides proactive leadership, which involves all stakeholders in the delivery of happenings and
services to help students accomplish success in school. School counselors deliver direct services
to every student (American School Counselor Association, 2005). “Every student” is a key
phrase in the definition of a school counselor. Students with developmental disabilities need to
be included, and their needs are unique.
As a school counselor it is important to know the laws that affect students with
disabilities. There are issues that are critical when counselors are trying to assist students with
disabilities, like the counselors’ lack of education in this area, and the lack of teacher support.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 6
For this population students with disabilities should be taught self-advocacy to succeed in
finding and succeeding in a post-secondary institution.
In order to gather firsthand information, I interviewed three different types of post-
secondary schools to get an idea of what services are provided for students with disabilities in
college. Counselors can design interventions at the high school level to help students. There are
two programs that have worked for other counselors, the DO-IT program and a transition group.
The components of these programs will be analyzed and discussed. Students with disabilities and
their challenges are analyzed from an Adlerian viewpoint. Implications for school counselors to
help these populations are addressed.
Disability Laws
Americans with Disabilities Act
There are many important laws that have been put into effect to advocate for students
with developmental disabilities. The Americans with Disability Act provides support to
individuals with disabilities. It is defined as a comprehensive, federal civil rights law that
prohibits discrimination on the basis of disabilities in employment, state and local government
programs and activities, public accommodations, transportation, and telecommunications (Job
Accommodation Network, 2013).” “Courses and examinations related to professional,
educational, or trade-related applications, licensing, certifications, or credentialing must be
provided in a place and manner accessible to people with disabilities, or alternative accessible
arrangements must be offered (Job Accommodation Network, 2013).” This law is valuable for
school counselors to be aware of. School counselors can follow this law by giving support to
students with disabilities. Also, counselors can advocate for students with disabilities to other
educators by providing information on this act.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 7
Rehabilitation Act
The Rehabilitation Act prohibits discrimination on the basis of disability in programs
conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal
employment, and in the employment practices of Federal contractors (Job Accommodation
Network, 2013).” Under this law is Section 504 of the Rehabilitation Act of 1973. This law bans
the judgment of students with disabilities and requires that institutions meet their distinctive
needs to the same extent that they would for those without disabilities (U.S. Department of
Education, 2008). “Section 504 requires a documented plan. Section 504 requires that
reasonable accommodations be made for the child with a disability, requiring school counselors
to provide reasonable accommodations, supports and auxiliary aides to allow the child to
participate in the general curriculum (The National Center for Learning Disabilities, 2014).”
Individuals with Disabilities Education Act
The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990
and reauthorized in 1997 and 2004. It is designed to protect the rights of students with
disabilities by ensuring that everyone receives a free appropriate public education (FAPE),
regardless of ability. The IDEA requires students to have an individualized educational program.
IDEA also emphasizes special education and related services designed to meet their unique
needs and prepare them for further education, employment and independent living (Job
Accommodation Network, 2013).” School counselors can be involved in the IEP process, and
advocate for student need.
Transition Services
IDEA says that transition services must help students with disabilities move from life in
high school to meet their goals for when they are out of high school. Transition services are
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 8
tailored to meet a student’s individual strengths, preferences and interests (Job Accommodation
Network, 2013). “These services are required beginning at the age of 14. High school transition
planning includes exploring post-secondary opportunities and employment options and may
include connecting with the adult service agencies that may provide the student with services
when he or she graduates or turn 22 years of age” (Job Accommodation Network, 2013, para. 2,
p.1). These laws establish that students with disabilities have equal rights to being educated
about college (Job Accommodation Network, 2013).
Colleges are required to follow the Americans with Disabilities Act. Students are to be
provided with access at colleges. This differs, from when the student is getting their general
education Kindergarten through 12th
grade. In K-12 students with disabilities are required to be
on an individualized educational plan that supports their success. This is not required in post-
secondary institutions.
These are laws are exceptionally important for students with disabilities. They are
important because they support these students in the school systems, making sure they are
provided with what they deserve. Also, they serve as guidelines for educators to give students
what they need and deserve. Students and parents should be aware of these laws to advocate for
themselves.
Critical Issues
Lack of Education
Amy Milsom and Partick Akos (Milsom & Akos, 2003) studied the importance of
working with students with disabilities. They realized the importance and demand for this work,
but the lack of education school counselors have in regards to students with disabilities. They
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 9
realized this through researching courses and experiences focused on disabilities offered in
school counselor education programs.
In order to be a professional school counselor a master’s degree is required. Although, all
school counselors have a master’s degree Scarborough and Deck (2010) state that little
systematic training of school counselors occurs to help them respond to specific needs of
students with disabilities. According to a study conducted by (Nichter & Edmonson, 2005), only
15% of school counselors received graduate coursework on preparation for working with
students with special needs. Another study conducted by (Milsom & Akos, 2003), states that 100
school counselors reported no course work was required in their graduate training for working
with students with developmental disabilities. The research shows a trend of school counselors
not feeling prepared to work with students who have disabilities. Counselors feel a lack of
education when working with students who have disabilities. This can be solved by specific
classes, and education in graduate courses. Counselors can pair with other educators to become
more aware of the needs for students with disabilities.
A reason for the lack of education may be the accreditation agencies guidelines. “Even
with these guidelines, research suggests that many school counselors have not been required to
complete course work during their graduate training that is related to students with disabilities”
(Milsom & Akos, 2003, p. 87). Graduate students reported that they felt more comfortable
working with students with disabilities if they had information courses on this specific topic.
Counselors should complete coursework that includes psychosocial needs, general
characteristics, and common cognitive and social problems of these students. Other suggested
topics are disability counseling interventions, transition planning, and individualized education
programs (Milsom & Akos, 2003).
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 10
Teacher Support
The Individuals with Disabilities Education Act (Job Accommodation Network, 2013)
relates to developmental stages of students with disabilities, and counselors are very educated on
the developmental needs of students. Counselors have the challenge to change mainstream
teachers views of students with disabilities. Teachers need to have a different view, because
mainstreaming students with disabilities is a law, and they have to support those students as well
(Job Accommodation Network, 2013).
Scarborough and Deck (Scarborough & Deck, 1998) discuss issues of diversity, and
teacher attitudes. “A challenge for school counselors is to recognize that teachers’ negative
attitudes toward students with disabilities constitute significant obstacles that over time may
result in the students poor academic achievement, underdeveloped skills, and underemployment
(Scarborough & Deck, 1998).” Counselors can help change attitudes, by listening to teachers,
and becoming aware of resources they can provide teachers (Scarborough & Deck, 1998).
College Interview Information
There are three types of colleges students usually chose to attend. These three colleges
are Private, Public, and Technical/Community Schools. Each type of school has unique services
they offer students with disabilities. All these schools have common types of services they
provide to students with disabilities. I interviewed disability staff from one of each type of
school. This information may not relate to every school. These interviews are listed in the
appendix.
College Demographics
The first disability staff I interviewed was a staff member at a public school. This school
is located in a rural area. It has more than 18,000 students, including more than 800 international
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 11
students from approximately 90 countries. There are 1,700 students of color. They have more
than 30 programs available to students.
Next, I interviewed a person from the disability staff at a private school. This school is
located in a suburban area. It has more than 4,000 students. 23% of the population is students of
color. The school has a religious affiliation.
Finally, I interviewed a disability specialist at a Technical/Community School. Around
10,000 students, attend this school. Only 43.5% of students are enrolled full-time. 34% of
students are of color. They offer students intellectual, career, and personal development by
providing outstanding teaching and support.
Public, Private, and Technical/Community Schools work with high school counselors to
provide them with information for students with disabilities. The Public School I interviewed
works one on one with high school counselors, through phone calls. The Technical/Community
School gets information to high school counselors through the ACT conference, and hosting a
counselor breakfast. The Private School disability services do not reach out to high school
counselors, but rather there admission staff do this, when students are interested about their
school, they usually contact the private school. All these schools work more with special
education teachers, and case managers rather than with high school counselors.
College Services
All post-secondary schools have obligations to offer certain services to students with
disabilities. All schools go above and beyond what they are obligated to offer students. Schools
do this by following the Americans with Disabilities Act and the 504 Rehabilitation Act which
assures students with disabilities access. These schools provide “access not success”, in high
school staff do all they can to help students be successful, where as in college disabilities
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 12
services do all they can to provide access to accommodations for. Colleges provide access by
working with students to develop an accommodations plan. This accommodation plan is
developed as an interactive process between the disability service provider and the student by
looking at students prior Individualized Education Plans from high school, and discussing
student experience.
The Public School provides certain services to go above and beyond what they are
obligated to provide students with disabilities. This Public School provides coaching to identified
students. Specifically first year freshmen who are struggling with transition, they may have
ADHD, Asperger’s syndrome, or an anxiety disorder. They are matched up with a graduate
student in the department who is called their coach. It is a system that is checking in to make sure
students are transitioning well into college from high school. They check in with students on a
monthly basis. Coaches and students meet and discuss classes the students may be having trouble
with, their attendance, and any other concerns students have.
Private Schools seriously looks at Individualized Education Plans and other documents
provided from high schools about their new students. While looking at documentation they look
at the student’s strengths and weaknesses. They do this to identify appropriate accommodation’s
that will most support them. They also listen to students, and take what they say as even more
important than what documentation says. Meaning the value the students’ opinion on what works
best for them.
This Community/Technical School goes above and beyond by the accommodations they
offer. These types of schools provide students with a good testing environment that is above
average. The testing environment is above average because of the quiet space provided, and the
use of smart pens. The Community/Technical School I interviewed provides note taking for
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 13
students. To make students aware of this service the disability services specialists go into each
college classroom to explain their service, and ask request capable student to be note takers for
students with disabilities. They let students use technology accommodations free of charge. A
few of these accommodations are smart pens, audio books, and IPod touches. They have a level
of excellence in all they do, because they have a passion for what they do.
Accommodations Provided
It is important that students with disabilities are informed about getting accommodations
if they chose to go to college. Each type of school uses some of the same ways to get information
to students. These colleges have students come to them through referrals from high school
counselors, doctors, teachers and mental health providers. Most students are referred from there
special education teachers, or their case managers. All schools have information on their website
about their disability services. Schools also use there catalog as a way to get information out to
their students. Disability service specialist attends transition fairs that present information to
students.
The Public School disabilities services department makes sure they go to college classes
to present information with a board of students who have disabilities that receive services. They
may go to classes that are in curriculum like sensitivity to disabilities, and special education
classes, future teachers. When visiting classrooms they talk about who they are and what services
they provide.
Private Schools do not have their disability services give direct information to students
with disabilities services. Rather, admission faculty gets information to these types of students.
They do this by going to college fairs with disability services. At these fairs they talk to students
about long range goals, and opportunities offered at their school. They may inform students
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 14
about sizes of classes, and any other questions or concerns they may have. Disability services
may answer direct questions about the support they may receive.
Community/Technical Schools have faculty who represent the disability services. These
faculty members give informational presentations on services provided. This type of school gives
students interested in there campus with disabilities a tour of the campus. They also inform them
of services they can get. This way these students know familiar faces from the disability services.
They go to high schools and talk to students with disabilities about their services.
Social Connectedness
Research shows that social connectedness is important for students with disabilities to
succeed in college. All three schools provide students the opportunities to join groups and
organizations. The Public School has organizations like “DAG”. “DAG” stands for Disability
And Advocacy Group. This group is for students who want to be a part of promoting the
awareness of disabilities.
Private Schools have a strong residential program for their students living on campus.
Hall directors make sure to include all students who live on campus in organizations. An
organization offered is an “Einstein Club” for students with Autism. This is an organization
where students come together to talk about hobbies and other interests.
Community/Technical Schools make sure students are aware of clubs and organizations
during the intake process; they make sure to keep students up to date on current clubs and
organization that they may be interested in by providing them with a list of these organizations.
They have an ADHD group.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 15
Concerns
These three colleges have concerns about students with disabilities applying to their
school. Each school has concerns about if these types of students are ready for the rigor of
college classes. Colleges hope students are aware that going college with a disability is different
than having a disability in high school. These schools hope students have their general major
area in mind. They hope students take the time to think about the decision they make about the
type of college they apply to. The Public Schools is concerned that students make sure they are
sure there major is provided at the school they attend. This way they can avoid transferring and
they can start there general classes in a way that will apply to their major. Community/Technical
Schools are concerned that students are lacking the motivation that is required for college. They
worry that students are pressured to attend college. Private Schools did not have any specific
concerns about students with disabilities applying to their school.
When students with disabilities are getting their general education they are required to be
on an individual education plan. Each school uses the IEP the same way in the planning process
for students when getting accommodations. Colleges look at the IEP for what the student’s
disability is they have, as well as the evaluation summary report. They use this as a discussion
guide when talking to students. They will point out what is similar in college compared to high
school and how accommodations are different at the college level. It also gives colleges a good
picture of what student’s strength and weaknesses are. It shares former goals, and talks about
their habits, and what makes them tick, so you can learn about who they are. There should also
be transition information provided.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 16
Admission Process
None of the schools I interviewed take disabilities in consideration in the admission
process of students with disabilities. By law colleges are not allowed to ask if students have a
disability on the application to their school. Each student goes through the same admission
process. Although no school considers disabilities in the admission process, each school has
different requirements to get into their school.
This Public School suggests that if students with disabilities get denied in the initial
application process that they go through the appeal process. Admissions will look at appeals and
select up to 200 students under a probation admission. Students will sign a contract that requires
them to meet with an advisor regularly and participate in workshops. When meeting with their
advisor they will make sure they are on track, and following their contract. It is a compulsory
advisory program for each disability student.
The Private School I interviewed has a selective admission process. They require students
to take the ACT, and provide their high school record. This type of school is not looking too
closely at the ACT score. The students are required to write an essay. For students with
disabilities this is there chance to identify the reasons why there scores in high school might not
be where they needed to be for admission.
The Community/Technical School requires a high school diploma or a GED for
admission. If students have a diploma or GED they will be accepted into the school. Students
must take an Accuplaser test to determine which courses they will be placed in. This is an open
enrollment school with no appeal process.
Interviewing these colleges gave me great insight on where students with disabilities
would be succeeding in post-secondary institutions. Before these students get into college work
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 17
needs to be done in the High Schools. There are interventions that have been put into place in
high schools that have helped students prepare for a post-secondary setting.
Interventions
Do-It Programs and Resources
Do-IT (Burgstahler, 2013) is a college-readiness program for high school students with
disabilities through the University of Washington. Do-IT stands for Disabilities, Opportunities,
Internetworking, and Technology. This program serves to “increase the success of people with
disabilities in challenging academic programs and careers, promote the application of universal
design to physical spaces, information technology, instruction, and services, freely distribute
publications and videos for use in presentations, exhibits, and the classroom, and provide
resources for students with disabilities, K-12 educators, postsecondary faculty and
administrators, librarians, employers, parents, and mentors” (p. 4).
The students are referred to as scholars. These scholars are attending the program,
because they have leadership potential. Scholars “experience college life on a university campus
in the summer, exploring academics, and careers” (Burgstahler, 2013, p. 4). Students meet other
students with disabilities, as well as professionals with disabilities. Students are taught about
accommodations in postsecondary situations, and work on leadership activities.
There are DO-IT pals who are teens with disabilities who work just online with staff.
They work to explore post-secondary programs, and goals for their career. DO-IT ambassadors
are students who were in the program while they were in high school. They work with scholars
and pals to share their experiences. Ambassadors are encouragers to scholars to pursue their
post-secondary goals. DO-IT mentors might be college students, faculty, and professionals in a
variety of career fields. They support scholars to pursue their goals as well. There are also DO-IT
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 18
staff, interns and volunteers, who put together programs, and work on resource development
(Burgstahler, 2013, p. 4).
This program also works with k-12 schools, post-secondary institutions, corporations,
and state agencies. They provide the following presentations: college transition, disability
awareness, employment access, library and lab access, online communities, tailored technology,
and universal design. DO-IT products are available to order. The DO-IT program is one
example of an intervention students with disabilities are offered for post-secondary practice. This
is a program students take place in while they are in high school. There are other programs that
take place in the high school, and are led by school counselors (Burgstahler, 2013, p. 4).
Transition Groups for High School Students with Disabilities
This intervention is a psycho-educational transition group. This transition group is
facilitated by the school counselor. The psycho-educational transition group explores selecting
post-secondary training, applying to college, self-advocacy and other transition challenges. This
intervention has been done in the South Florida school district, and Miami-Dade County
(McEachern & Kenny, 2007). This group will be most effective with students who are in the
beginning of their junior year in high school. Sessions should be around one hour in time.
Students should be planning on attending a community college or a four year institution of
higher education.
Before the group is started counselors should define the purpose of the group. Then
counselors should meet with selected students individually to screen them. Screening students
individually confirms that they would be best fit in the group. When screening students
counselors should look for six components (McEachern & Kenny, 2007).
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 19
The first component is nature/type of disability student has. How this disability affects
them physically and emotionally should be screened. How the student adjusts to their disability.
What is the maturity level of the student. What their intellectual and verbal capabilities are. Also,
how the students social skills and ability to get along with others is (McEachern & Kenny, 2007,
p. 166).
Then, counselors need to advise teachers are parents about the involvement of the student
in the group. Parents should approve of their child being a part of the group. Once the members
of the group have been chosen, and have gained approval the group rules and norms should be
addressed during the first session. The group would be labeled “Transition to Further
Education” (McEachern & Kenny, 2007, p. 168).
Session one would be focused on students’ awareness of themselves, and others. The
facilitator will conduct an ice breaker that introduces all group members. Students will learn to
identify their disability, and how their disability limits them. Counselors may provide a learning
style inventory to help students become aware of their learning style. Then, a discussion will be
facilitated by the counselor on how to talk to teachers about the way they learn will be conducted
(McEachern & Kenny, 2007, p. 168).
The next session students will work on self-determination and self-advocacy. The
counselor will help students realize how choices they make and being a self-advocate for
themselves will help them achieve their goals. Students will role-play situations that they may
encounter at college. This will let them practice asking for accommodations and other special
requests. Students should feel a sense of belonging after this group. Then, making the right
college choice will be addressed. The counselor will help students make college bound decisions,
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 20
by asking questions to explore their personal choice. By the end of these sessions students should
have at least three colleges in mind (McEachern & Kenny, 2007, p. 169).
Next, students will be navigated through understanding the admission process to
postsecondary institutions. The counselor will inform students of exams that are required to be
admitted into college, and the scores that are required. Then, students will research the schools
their interested in. They will make a timetable for their application, and schedule a visit, and
come up with questions to ask the college on their tour. Students will be encouraged to make a
list of teachers who can provide them with a letter of recommendation (McEachern & Kenny,
2007, p. 170).
The next session will be an informational session about student’s legal rights. “During
this session, it is helpful for the facilitator to invite a counselor from the Division of Vocational
Rehabilitation to review students’ rights” (McEachern & Kenny, 2007, p. 170). The student’s
legal rights can be made into a list and given to the student. If there is time students can discuss
negative experiences that have violated their rights. Students can give feedback on how to
manage those situations (McEachern & Kenny, 2007, p. 171).
Session six students will be taught how to access college support services. Services that
are typically provided at colleges for students with disabilities will be discussed. “Students can
be given a homework assignment to research services available for students with disabilities in
three colleges of their choice” (McEachern & Kenny, 2007, p. 171).
Next, students will explore college majors. “At the beginning of this session, the
facilitator should follow-up on the homework assigned by asking each group member to share
what they learned” (McEachern & Kenny, 2007, p. 171). The counselor should have a list of
common majors at colleges, and jobs that match the majors. If students have no idea what type of
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 21
major they are interested in they can take interest inventories on the computer (McEachern &
Kenny, 2007, p. 171).
Session eight students will learn how to make new connections. There are many groups
provided for students in college. Groups should make a list of social activities they are interested
in. As students are doing this together members may start to feel a connection with one another.
The facilitator should make sure students know there is only one session left. At this session
students can exchange their information with other group members so they can stay in contact,
after the group is over, and after they graduate (McEachern & Kenny, 2007, p. 172).
Finally, the last group will take place. The counselor will review what students have
learned throughout the group. Then, students will be asked to tell the group what they have
learned from the group and goals they have made. “In a more formal evaluation, students
complete a short satisfaction questionnaire about the group experience”(McEachern & Kenny,
2007, p. 172). The counselor should let students know that once the group is over, students are
welcome to come get individual help.
Students will gain great skills from being in this group. It is a good opportunity because
students can take apart in this group during school, which makes it more convenient. This is
another intervention for students who have disabilities to transition better to college.
Adlerian Analysis
According to Adler organ inferiority is incomplete development or functional
insufficiency. The inferiority can affect a specific organ, a member of the body, or a whole group
of organs. “Adler (1929/1969) emphasized that physical deficiencies alone do not cause a
particular style of life; they simply provide present motivation for reaching future goals” (Oberst
& Stewart, 2003, p. 10). Students with disabilities may feel inferior to their peers because of their
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 22
disability, but this does not mean they will not find another way to be just as equal as their peers
or better than their peers in another area.
Inferiority feelings are when you start deciding what you’re not good at, when you feel
like you can’t do something. Someone might get the feeling of inadequacy. It may consume ones
thinking. If a student has a disability there is a chance they might feel as though there not good
enough. Every day they see their peers do things that they are not capable of, and this might
make them feel inferior, because they are limited when compared with their peer group (Oberst
& Stewart, 2003, p. 51).
Another relevant Adlerian concept is striving. When a student strives on a vertical plane
they believe they are superior to others, they are obsessed with themselves. The opposite of
vertical plane is a horizontal plane. When a student is striving on a horizontal plane they are
striving for social interest, and to better themselves. If a student with a disability is striving on a
vertical plane, they may feel like they have no one supporting them. These types of students may
want to show off that they can be a normal student without extra support. Students who strive on
a vertical plane may not be successful, because they are too involved with themselves (Oberst &
Stewart, 2003, p. 26).
Students who strive on a horizontal plane strive for social interest. Therefore, students are
looking for a communal feeling. They are interested in others. These types of students are
comfortable getting support from others, and are involved. Most students who have disabilities
get support from paraprofessionals, and other special education teachers. Students who are
striving horizontally may have more success because they show compassion for other human
beings (Oberst & Stewart, 2003, p. 26).
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 23
A “felt minus” to a “perceived plus” is an Adlerian concept that applies to students with
disabilities. This concept means moving from feelings of inferiority to perception of something
better (Oberst & Stewart, 2003). This is something students work on their whole lives. Students
work on how to change their negative perceptions of themselves to improving their situations.
They can improve their situations by engaging in supports provided to them. These supports
could be paraprofessionals in schools, tutors, friends, other mental health providers. This concept
means always learning, but not always right.
One of the most important concepts that students with disabilities need is encouragement.
“Encouragement should be given to the social or functional value of the child’s behavior or
product; it acknowledges the effort more than the result and is still given when the child fails or
has problems reaching the goal” (Oberst & Stewart, 2003, p. 56). When encouraging a child, the
encouragement should be aimed at a task completed by the student. “The concept of
encouragement implies avoiding criticism and emphasizing the positive aspects” (Oberst &
Stewart, 2003, p. 56). This is something students should get from parents, educators, peers, and
other important people in their life. Encouragement will gladden the student, and help motivate
them to pursue their strengths (Oberst & Stewart, 2003, p. 56).
Students need to feel like they belong. They can get this belonging feeling from students
that are like them, and contributing to society. Most students have opportunities to meet their
alike peers in their special education classes, or from their case managers. Students can also be a
part of community activities. This may include volunteering, or sports. At these activities they
will discover what their strengths and assets are, by trying new tasks (Oberst & Stewart, 2003, p.
149).
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 24
Implications for School Counselors
Research shows that there are many ways for school counselors to get involved in
preparing students with disabilities for college readiness. The following are implications for
school counselors.
Systematic Change
Counselors can play a key role in advocating for students. All students with
disabilities must have transition plans, by the age of 14. IDEA is required in high
school, but in college ADA is provide, which is more about access. “School
counselors, by the nature of their commitment to serve all students, are in an
excellent position for influencing the outcomes on behalf of college bound special
education students” (Roberts, Bouknight & Karan, 2010, p. 1).” In order for
school counselors to work more with students with disabilities a systemic change
needs to happen in schools, and counselor education programs.
School counselor’s education on disabilities in graduate school is minimal.
Therefore, it is important for counselors to stay up to date on current research on
issues for students with disabilities and postsecondary options. It is important for
counselors to get onto college campuses and find out what preventative measures
could be put in place to help students overcome potential barriers.
Transition
Since transition planning is required for students with disabilities, it is important
for counselors to work with teachers, and parents to help them transition to a new
environment. “School counselors are mandated to provide transition planning
services to students with disabilities as they prepare for postsecondary activities”
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 25
(Milsom, 2007, p. 273). Students with disabilities will have to make a plan for
their future; these plans should be designed so the student is as independent as
possible. School counselors should teach students with disabilities skills needed to
succeed in post-secondary institution. These skills should include self-awareness,
self-determination, advocacy, and assertiveness.
When school counselors are making programs they should target general skills,
knowledge, and behaviors that can help in transitions. It is suggested to start
transition activities in advance.
“Collaboration with other school personnel, parents, and postsecondary agencies
are crucial” (Milsom, 2007, p. 275).
Classroom guidance topics can include resume writing, interviewing and other
curriculum to help transition to post-secondary options. Small group can be
provided to increase student’s awareness of their disability, and postsecondary
school expectations. Behavior approaches can be used in individual brief
counseling.
The environment should be prepared for transition, as well as teachers. This can
once again be done through collaboration. “Person-centered planning can help
students learn to make decisions and take responsibility for their education”
(Milsom, 2007, p. 278). The individual needs of each student should be assessed.
Counselors should act as students with special needs advocates.
Individualized Education Plans
High school counselors can get involved in Individualized Education Plans.
Counselors are specialized in facilitating groups, and they would benefit the
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 26
whole IEP team in contributing to this meeting. Also, counselors should be a part
of this meeting so they are aware of student’s transition goals. If they are
knowledgeable about post-secondary options for the students, they can lend a
hand in guiding the student in the right direction. Counselors will always be aware
of goals, so they can help them be prepared for post-secondary options.
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School counselors should have information about local post-secondary options. If
counselors make information available to students with disabilities and other staff
they might be opening a door for these students. Some students are unaware of
post-secondary options. By advertising options, students may have more choices
for their post-secondary goals. Counselors could have brochures in their office, or
give handouts to special education teachers to give to their students. Better yet
counselors could give this information to students, by meeting with them one on
one.
Touring Schools
It is important to let students experience first-hand their options for college.
School counselors could take students on field trips to multiple campuses around
their area. Students should visit all types of schools to know what they might be
best suited in. Counselors could take students to a private, public, and
community/technical school. By taking students on tours you are strengthening
the relationship you have with students and opening their eyes to what is beyond
high school.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 27
Disability services at colleges have loads of information for students with
disabilities. If high school counselors were to build relationships with disability
services specialists at colleges, it would benefit the students. High school
counselors can connect with colleges, face to face, to learn about what they offer
at their particular school. It could benefit students, because counselors could relay
information back to students. Counselors can be the liaison for students and
parents to the colleges.
Testing Strategies
In order for students to get into certain colleges the SAT or ACT may be required.
There are accommodations for students with disabilities to assist with these tests.
Although there are accommodations, they are not comparable to the
accommodations with tests that they are used to. Therefore, counselors can “work
with students to teach test taking skills and relaxation techniques that can assist
students in taking tests and help increase their scores which will ultimately aid
them in attending postsecondary education” (Kushner, Maldonado, Pack &
Hooper, 2011, p. 177).
Parent Involvement
Parent involvement is important when students with disabilities are going to
college. Some students with disabilities might also have parents with disabilities,
or have parents who did not attend college. This will make it difficult on students
to know what is expected of them when considering college as a post-secondary
option.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 28
Counselors can provide a parent night, for students with disabilities parents, and
for students. During this time counselors can give a presentation on college. They
can include in the presentation what is expected of students and parents, and
answer any questions. Then counselors could have parents and students do an
application with the counselors. Counselors can also help parents with FAFSA
applications.
College Fairs
Groves Academy is a school for students with learning disabilities and attention
deficit hyperactive disorder. This academy provides a college fair to their
students. High school counselors could connect with this Academy to set up
opportunities for students with LD/ADHD in their school to attend the fair as
well.
Self-Advocacy
When students look into higher education, most are unaware of their civil rights.
The laws are applied differently in high school compared to higher education.
Students need to be aware of these new laws, in order to receive the
accommodations they deserve. “Self-Advocacy training is a particularly valuable
implication school counselors can implement to ensure students with disabilities
successfully transition between school grade levels and to postsecondary
education and/or careers” (Hatch, Shelton & Monk, p. 3).
In order for students advocate for themselves in postsecondary institutions, school
counselors should teach them knowledge, attitudes, and skills needed to succeed.
This could be done by helping students realized their strengths and weaknesses.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 29
Counselors can teach these skills by individual counseling, group counseling or
classroom guidance.
Along with students being to advocate for themselves, it is also important to teach
parents what their students are learning. Then, parents can support their students
in advocating for themselves. Parents can also learn more self-advocacy skills.
Counselors can teach parents these skills by presenting on the special education
process, and postsecondary options.
College and Career Readiness and Success
College and Career Readiness and Success Center at American Institutes for research
(Brand, Valent & Danielson, 2013) compare students with disabilities and the general population
on postsecondary enrollment, as well as completion rates and employment rates. “Only 7.6
percent of students with disabilities attended four-year universities, compared with 29.2 percent
of youth in the general education” (Brand, Valent & Danielson, 2013, p. 3).
On implication for school counselors to follow is defining college and career
readiness for students with disabilities. “It is important for all stake holders to
discuss and agree upon a clear, common definition of college and career readiness
that applies to all students, including students with disabilities so they can work
toward the same goal” (Brand, Valent & Danielson, 2013, p. 6). Defining college
readiness should be made in collaboration with k-12 staff, postsecondary
education institutions, parents, students, employers and other public providers
who serve youth.
When students have disabilities it is important to pay attention to their skills, such
as independence, self-determination, social and emotional skills and attitudes,
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 30
college knowledge, critical thinking, lifelong learning, and employment skills.
These skills can be developed in non-classroom settings.
Another implication is to set high expectations, aspirations, and clear goals for
students with disabilities. “All adults in the school principals, teachers,
counselors, and aides-need to embrace a culture and belief system that students
with disabilities are capable of high-level work and can complete a high school
diploma, succeed in postsecondary education, and establish meaningful careers
and independent life” (Brand, Valent & Danielson, 2013, p. 7). Students should
work toward their personal bests, their goals should include strengths, and
abilities.
Improving the use of diagnostic assessment and data to inform instruction is
another implication. Counselors can do this by having “states providing support
for all teachers to learn how to use assessments and data to inform and adapt
instruction to the individual needs of all students” (Brand, Valent & Danielson,
2013, p. 9). Another suggestion is to develop the capacity of educators to use
rigorous research-based instructional practices. “States must establish effective
teacher preparation and professional development systems to ensure that general
education teachers, special educators, and transition specialists are prepared to
work with students with disabilities” (Brand, Valent & Danielson, 2013, p. 10).
Counselors can assess students with disabilities skills through assessments.
“Students need assistance with developing and accessing multiple types of
knowledge, skills, attitudes, and behaviors that are important to life success”
(Brand, Valent & Danielson, 2013, p.11). There are many critical social-
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 31
emotional learning skills that are important for positive post-school outcomes.
These skills are self-determination, independence, self-advocacy, and problem
solving.
Schools should improve access to guidance, counseling, and transition services.
One way this could be done is by “states supporting programs that develop and
increase the number of guidance counselors in general, with a particular focus on
developing more highly trained transition counselors who are knowledgeable
about comprehensive services for students with disabilities and how to connect to
other community providers” (Brand, Valent & Danielson, 2013, p. 13). The
transition planning for these students should happen early, in middle school. Post-
secondary institutions can provide information to high school counselors and
students about their services.
Another option is to create transparent high school diploma options. To do this
“high school graduate decisions should be based on multiple indicators of
students’ knowledge, skills, and abilities, and not just on a single high stakes exit
examination” (Brand, Valent & Danielson, 2013, p. 14). Multiple pathways to
college and career should be created. Exposing students while there in high school
to different opportunities will set them up for success in their postsecondary
plans.
Other suggestions include improving alignment of k-12 and post-secondary
education. “Connecting high school coursework to postsecondary coursework
through programs such as dual enrollment or Early College High schools has
proven to be an effective strategy to prepare students academically and social for
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 32
college” (Brand, Valent & Danielson, 2013, p.17). This connection should also be
made among other systems that provide supports to students with disabilities.
Examples of statewide policies and programs are, GraduateFIRST, Florida High
School/High Tech, The Inclusive Concurrent Enrollment, and The Youth Transition Program.
These are implications for school counselors to consider putting in place in their school. If a
school counselor puts in place at least one implication a year, it will help the students succeed.
Conclusion
All of these suggestions are generalized, because each disability affects a person
differently. Each type of school might fit a student differently, and it is a personal choice. The
student should spend an extended amount of time visiting the campus with their family or
someone they trust before they decide to attend or apply. It is in the student’s best interest to
meet with the special services staff at the campus, before attending.
I believe it is important for school counselors to be aware of laws that affect students with
disabilities. When counselors are aware of the laws they can educate other educators, students,
and parents. Also, they can put these laws into effect at their school. Students should be aware of
the laws that affect students with disabilities in high school, and the laws that affect students in
higher education.
Another critical issue for school counselors is gaining teacher support. I believe this is an
issue, when special education teachers and school counselors do not have a relationship. In order
for school counselors to gain teacher support, counselors need to inform teachers about their
intentions as a school counselor working with students who have disabilities. To me teachers and
counselors need to have a good working relationship for students with disabilities to succeed.
Teachers and counselors can team up to provide the best services to students. I think teacher
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 33
support can be gained through counselors providing information on the benefits of helping their
students.
The type and severity of the student’s disability should be a primary focus. These are all
generalizations, and each individual is different. The disabilities I will be placing in types of
post-secondary institutions are learning disability, persuasive developmental disorder (Autism,
Asperger’s spectrum), attention deficit hyperactivity disorder, emotional behavior disorder, and
physical/neurological impairments. Some students with disabilities would thrive on multiple
types of campuses, but it depends on how each person’s disability affects them, and how they
learn.
As a prospective school counselor I now have some perspective on where students with
disabilities should attend college. There are many factors to be considered. One factor to be
considered is if the students want to live on campus and, their ability to live on campus
independently. The admission process should be considered. Another factor to assess is their
need for extra support that they can only receive at home. Another consideration to consider is
the amount of money the student or student’s family has to spend on post-secondary option.
If a student has the ability to live on campus, and has the money I would direct them to a
Public School, like the one I interviewed. In my opinion students with Learning Disabilities,
Attention Deficit Hyperactivity Disorder, and Anxiety disorder, and higher function persuasive
developmental disorder students would succeed in this type of environment. I believe these
students would succeed in Public Schools, because of the support provided. For instance at the
public school I interviewed, they offer students, note takers, extra time to take tests, and other
services to support their learning process.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 34
The Public School I interviewed provides a coaching program for students with these
types of disabilities. If a student is denied by a Public School they have an opportunity to appeal,
and then further explain their specific challenges. If they are admitted after this they will be on a
compulsory program, with will allow guidance through their freshman year. These students also
have the opportunity to live on or off campus, depending on what they choose. Students are
paired up with a graduate student their freshman year, to make sure the student is transitioning
effectively. If a student is unaware of services the schools offer, they will be informed during a
class, by the disability office. Students with these disabilities have the chance to be independent,
and Public Schools require independence.
Technical/Community Schools only require the GED, or a diploma to get in to their
school. These schools are usually less expensive than public or private schools. For these reasons
I would refer a student with emotional behavior disorder, or a physical/neurological impairment,
to this type of school. Students do not live on the campus at a Technical/Community School that
I interviewed. Therefore, this type of school would be ideal for students who need extra support
at home, and cannot commit to being a fulltime student. Students can take classes at their own
pace, with accommodations provided by the disability services.
When students apply to the Private School I interviewed, their ACT score is not looked at
too closely. Rather, students are given a chance to write an essay explaining, why they should be
admitted to the school. This is where students get a chance to explain their disability, if they feel
necessary. If students are accepted I believe the accommodation plan provided by disabilities
services is beneficial for students with LD and ADHD. I believe this because students get a say
in the accommodations they are provided. Disability services looks at students’ strengths and
weaknesses, and invents time in helping make the appropriate accommodation plan. Another
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 35
reason I would refer students with LD and ADHD to this Private School is the opportunities for
social connectedness provided. Students are required to live on campus, in the dorms. Hall
directors are very involved in resident’s life, and make sure they involve every student in
activities. Students are invited to attend minority groups, chapel, ADHD group and more
organizations to keep them socially connected.
There are many interventions that can assist students who have disabilities to be prepared
for college. In my opinion the DO-IT program would be effective for students who are able to be
independent, and might chose to go to a public or private school. I think this because the
program has students live on a campus for an amount of time, and this would give them a good
idea of what it would be like to live on a public or private school campus.
The DO-IT program could specifically benefit high functioning students with autism,
Down Syndrome, ADHD, or students with learning disabilities. I believe this because the
program is aimed for students with leadership skills. I think it is a good program, because
students who have been through the program prior and have succeed are the student’s mentors.
This shows students with disabilities, that it is possible to succeed in higher education. DO-IT
program is a useful intervention.
Another intervention is the transition group for high school students with disabilities. I
think this group will be effective for students. I think this because the counselor teaches to each
students learning style. The counselor does not teach in one particular way, but teaches
differently each time. This benefits students, because there less potential to get students
inattentive. Students will benefit from all the resources provided to them.
There are many implications for school counselors from the research. One implication is
the systematic change. I think the change needs to be an overall adjustment in a school. All staff
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 36
should be aware that school counselors are licensed to work with every student, and that means
students with disabilities. I believe that counselors can communicate this to other educators by a
presentation on a professional development day.
Educators need to be aware of counselor’s role with students that have disabilities,
because they are required to be involved in the transition planning services and individualized
education plans. Counselors have knowledge about postsecondary options that can be beneficial
for the students, and accommodations. With counselors involvement in the transition planning
everyone will gain more benefits.
Another implication is having school counselors advertise the information they have
about post-secondary schools. I think this will allow high school counselors to connect with
colleges about their services. Then, counselors will have even more information to contribute to
students planning process. Along with information, high school counselors can take their
students on tours of schools that have good services for students with disabilities. I think students
will get a good feel for a school, and then they can get the information they want.
Other implications I believe that would be useful are teaching students testing strategies,
and keeping parents involved. While researching this topic, almost every article referred to
teaching students self-advocacy. I think this is very important. Although it seems like a basic
skill for most people, it can be complex. Students with disabilities have more to worry about than
the average student. If school counselors can teach them skills to speak up for themselves, they
will have a more successful college career.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 37
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 38
Appendix One
Definitions
Accommodations allows the student to do the same work as the regular education students with
a change (e.g., taking tests in a quiet room) that helps them to be more successful. This change
does not change the rigor of the material being taught
Adaptations a section in the plan that indicates the accommodations and modifications that are
to be used for the student.
Attention Deficit with Hyperactivity Disorder (ADHD) a medically diagnosed disorder. There
are three types within ADHD: inattentive, hyperactive/impulsive, and combined.
Autism Spectrum Disorder (ASD) Autism occurs on a continuum from mild to severe. This is a
developmental disability significantly affecting verbal and nonverbal communication and social
interaction, generally evident before age three, that adversely affects a child's educational
performance. The educational diagnosis differs from the medical diagnosis.
Behavior Intervention Plan (BIP) a plan to address challenging behaviors; it addresses both the
source of the behavior and techniques to deal with the behavior so that the student can manage
the behavior more appropriately
Curriculum - the coursework being taught
Deaf/blindness (DB) means medically verified visual impairment coupled with medically
verified hearing impairment that, together, interferes with acquiring information or interacting in
the environment. Both conditions need to be present simultaneously and must meet the criteria
for both vision and hearing impairments.
Deaf/Hard of Hearing (DHH) means a diminished sensitivity to sound that is expressed in
terms of standard audio logical measures.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 39
Developmental Cognitive Disability (DCD) refers to students with significantly sub-average
general intellectual functioning resulting in or associated with concurrent deficits in adaptive
behavior that may require special education instruction and related services
Developmentally Delayed (DD) is available to students from birth to seven years of age who
have a substantial delay or disorder in development, or have an identifiable sensory, physical,
mental, or social/emotional condition or impairment known to impede normal development and
need special education.
Emotional or Behavioral Disorder (EBD) a disability area that means an established pattern
characterized by one or more of the following behavior clusters: 1) severely aggressive or
impulsive behaviors, 2) severely withdrawn or anxious behaviors, general pervasive
unhappiness, depression, or wide mood-swings 3) severely disordered thought processes
manifested by unusual behavior patterns, atypical communication styles, and distorted
interpersonal relationships.
Individuals with Disabilities Educational Act-2004 - The Individuals with Disabilities Act is
the federal special education law that defines the rights of the student with disabilities
Individualized Education Plan (IEP) a written document for a student ages 3 up to 21. It
describes the special education and related services necessary for a student with a disability to
receive a free appropriate public education
IEP Team - the group of people responsible for initially and annually defining a student's
education plan. The Team must include a parent, a representative of the district, one of the
student's special education teachers and one of the student's regular education teachers.
Inclusion students with disabilities are educated with their peers in a general education setting
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 40
Indirect Service consultation among team members to develop methodology to support goals on
an IEP but may not be working directly with the student
Intervention typically takes place before a child receives a special education evaluation. It is a
4-6 week period of time where interventions are implemented and documented
Least Restrictive Environment (LRE) the educational setting that provides an appropriate
program, including special supports needed for the student, so that the student spends as much
time as possible in the general education environment
Other Health Disability (OHD) means a medically diagnosed chronic or acute health condition
that may adversely affect academic functioning and result in the need for special education and
related services. Modification a change that alters the rigor of the curriculum
No Child Left Behind Act (NCLB) the most recent authorization of the Elementary and
Secondary Education Act, which is the federal law affecting K-12 education.
Physically Impaired (PI) means a medically diagnosed chronic, physical impairment, either
congenital or acquired, that may adversely affect physical or academic functioning and result in
the need for special education and related services.
Special Education instruction specially designed to meet the unique needs of a student with
disabilities, at no cost to parent(s)
Speech/language Impairments (S/L) is a disability area where the student has needs in one of
the three different areas: 1) a fluency disorder means the intrusion or repetition of sounds,
syllables, and words; prolongation of sounds; avoidance of words; silent blocks; or inappropriate
inhalation, exhalation, or phonation patterns, 2) a voice disorder is displayed when a student's
voice interferes with communication, due to quality, progidy or health factors, 3) an articulation
disorder is the absence of or incorrect production of speech sounds that are developmentally
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 41
appropriate 4) a language disorder means a breakdown in communication as characterized by
problems in expressing needs, ideas, or information that may be accompanied by problems in
understanding.
Specific Learning Disability (SLD) means a condition within the individual affecting learning.
It is manifested by interference with the acquisition, organization, storage, retrieval,
manipulation, or expression of information so that the individual does not learn at an adequate
rate when provided with the usual developmental opportunities and instruction from a regular
school environment. A specific learning disability is demonstrated by a significant discrepancy
between a student's general intellectual ability and academic achievement
Traumatic Brain Injury (TBI) means an acquired injury to the brain caused by an external
physical force, resulting in total or partial functional disability or psychosocial impairment, or
both, that adversely affects a child's educational performance.
Visually Impaired (VI) means a medically verified visual impairment accompanied by
limitations in sight that interfere with acquiring information or interaction with the environment
to the extent that special education instruction and related services may be needed.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 42
Appendix Two
Interview Questions
Good Afternoon. My name is Katie Orthaus, and I am a student at Adler Graduate
School. I am doing a paper on the benefits of school counselors for students with disabilities to
help with college readiness. I have prepared 7 questions to ask your disability services. Is it ok if
I record this phone call? I will not identify the school, I will just identify they type of school in
my masters paper. Do you have any questions before we start?
Public School
1) What work do you do with HSC to provide them with information for students with
disabilities?
*I work with High School Counselors on a one to one basis. I often have counselors call
me, asking questions related to a particular student there working with. I do some one on one
consultation with the counselors. We attend CTIC, the integrative transition teams with districts,
which are college fairs for students with disabilities to share information about the disability
office. We work more with special education teachers, not as much as counselors.
2) What are you “obligated” to offer students with disabilities, and how do you go above
and beyond?
*We are guided by ADA and 504 Rehab Act, two pieces of legislative that work to assure
access. We must assure access to our services for individuals with disabilities. Also, we provide
services to guests. Make sure curriculum, faculty, program, services and policies are provided in
a way so they are accessible to people with disabilities. Do that by when a student comes to our
school, they approach us, and then we determine disability and how it affects them at our school.
Based on those barriers we make an accommodation plan that student needs to succeed. Above
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 43
and beyond are the services we provided. One service is couching, not to all students, provided
to identified students, 1st year freshmen, who are struggling with transition, (adhd asp,anxiety).
They are matched up with a graduate student in our department for couching. It is a system that
is checking in to make sure they are transiting well. Provide support to students who are
experiencing medical emergencies, cannot communicate with faculty, act as liaison to faculty.
3) How do you inform students with disabilities about getting accommodations at your
school?
*In a variety of ways. First, we make sure faculty, program staff and admission staff
know about whom we are, where we are, and who we work with. Some students come to us
through referral. Our website, that we keep updated, because lots of students look for
information online. We publish and handout info in an orientation handout to all new students.
Attend all resource fairs for new students and transfer students. Go to classes, bored of students,
who receive services, are on panels, go to classes that are in curriculum like sensitivity to
disabilities, and special education classes, talk about who we are and what we do. Often students
will come to us because high school counselors, doctors, teachers, mental health providers; tell
them they need to come to office.
4) What resources do you offer to promote social connectedness?
*The only resource we have is student organization called disability and advocacy group
DAG, and that is a group for students who want to be a part of promoting the topic of awareness
of disabilities. This is a social network for some. We work with students individually who
struggle, but do not provide one on one social skill. Refer use of counseling resource centers on
campus.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 44
5) What concerns you the most about students with disabilities applying to your school?
*Students need to look at what setting they will be best suited in, visit multiple campuses
to compare sizes and structures so they know. Ex. Grounds keeper for twins. Take time to think
about the general area about what they want to major in, and make sure where there headed has
the program so they can avoid transferring and they can start there general education classes, in a
way that will apply to their major. Safe time money anguish.
6) What role does IEP have in planning process?
*We read the IEP to see accommodations of students needed in high school, look for
evaluation summary report for documentation that will state what specific disability is and what
tests were used to identify that. Used as a guide when meeting with students, to see if the
accommodations work, to determine what can transfer and translate in college setting. Can tell
them what is similar and how it is different at college level. Ex. Unlimited time on exams, and
book reports. We can’t modify homework, like high school. Students still have to meet standards
and expectations that are set up in the course, but how they do it might be a little different. If it is
a medical condition, we get documentation from a mental health provider.
7) Do you take part in the admission process of these students?
*No, all students who apply for admission go through the same process. We can’t by law
ask about a disability on the application. All students have to apply and meet admission criteria.
If student with disabilities have to demonstrate that they can do college level work, so I will tell
students that if they apply and get denied at admission, but they were close, every denial has an
appeal process, encourage students to appeal. Admissions look at appeals and can select up to
200 students under a contract admission. Probationary permission, required to participate in
contract program, sign contract. That means they meet with an advisor regularly and participate
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 45
in workshops. It is a compulsory advisory program. It is a great program I wish that every
freshmen could have it, the track record is good. Some students will go through that track if they
are denied. Some students, if they were denied will go to an open enrollment type of school, take
a semester, and transfer, sometimes by choice.
Community/Technical School
1) What work do you do with High School Counselors to provide them with information
for students with disabilities?
*I presented last year at the ACT conference. We were able to get a lot of information to
High School counselors. ACT is a conference for High school counselors. Also we have a
counselor breakfast every year with our admission counselors. All high school counselors in the
metro area are invited; we give them department information, including disability services. I
almost always present, counselors always have questions. Some questions are how services are
implemented, what happens to the 504 plan? I also have HSC who call me on questions about
services. General information on website, try to have info out there in case anyone has a
question. Work more with Special Education teachers.
2) What are you “obligated” to offer students with disabilities, and how do you go above
and beyond?
*Obligated to provide accommodations based on the ADA and the 504 Rehab act, based
on student need. The fact that we are a college and the whole philosophy has changed from
ADA and 504 on post-secondary act. The overarching philosophy is now access vs. success. HS-
do whatever we can do to help students be successful, whereas colleges provide access to
students. They have to do a lot of studying and taking initiative on their own. We provide a lot of
accommodations, most common, testing (extra time, quiet place), note taking, or use of smart
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 46
pen, third most used is audio books. Students still purchase hard copies and we provide audio
version. Depending on disability during intake, when student meets with me, there is a variety of
accommodations based on disability and need. It is an interactive process, and the law is clear on
that. The student comes to meet with me, I don’t say here is your accommodations, I talk to
them, interact, look at documentation, discuss experience, put together an accommodation plan. I
think there is a few ways we go above what law is requesting us to do, we provide students with
a good testing environment, and I think it is above average. When we do note taking
accommodations, we go to class and request note takers; we are the only school who goes into
the classrooms ourselves. Audio purchase Carla Perkins $, Ipod touches provided, also
purchased Smart pens, free of charge, usually 150$, provide free of charge. I think we try to have
a level of excellence in all that we do in our program, we try and do best we can, doesn’t always
happen, but we try to do that. I think most disability people try to do that, because we have a
passion for what we do.
3) How do you inform students with disabilities about getting accommodations at your
school?
*We inform students by having strong relationships with special education teachers. Take
students on a tour and inform them on services they can get, so they know my face. Invite
students to be on campus. Go to other high schools and talk to students. We have a really good
website, and how to go about getting services, I have people tell me they look on our website.
Always at any open house, to answer questions, posters throughout campus. Also, within our
faculty we have people who represent the disability services who give informational
presentations. Faculty set up syllabus with disability statement, so students see they provide
services through OSD office. Information is in faculty handbook so new faculty get information.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 47
There is an orientation at beginning of year, with information on clubs and organizations. Give
presentations to faculty and staff. Oct disability month send out email every week for faculty
refer students to program.
4) What resources do you offer to promote social connectedness?
*We make sure students are aware of workshops, clubs and organizations during intake
process. I talk to students about clubs and organizations. I give them a student checklist, being
involved. When a student visits campus I give them a tour and take them down a hall with all the
clubs and organizations. Being involved in campus we know gives them more of a connection.
Talk to them about ways to get involved. Any offerings send an email to students. In the past we
had an ADHD support group.
5) What concerns you the most about students with disabilities applying to your school?
*That they are not prepared to go to college. They have not been transitioned
appropriately; have not taken hard enough classes to be ready for the rigor of college classes.
May not have good organization or time management strategies to organize schedules, study, go
to work, and all the stuff in there life’s there not used to doing by their selves. Students do not
have motivation, sometimes pressured to attend college because that is what people do these
days, if not motivated do not do well here. Do not have career goals, not thought of major, take
generals don’t understand post-secondary, lost seeds when come here, wait until last minute to
apply to apply, get left over classes in August. Think they will be case managed, and don’t
understand that doesn’t happen at college level.
6) What role does IEP have in planning process?
*Someone in special education makes a transition plan in 9th
grade. Addressed at the
beginning of 9th
grade are what student’s career goal is and what education need to achieve
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 48
career goals. Students on IEPS should have lots of transition information, there is a varying level
of how much they get, and how much they remember, may not have interest at time so did not
generalize, or take to heart.
7) Do you take part in the admission process of these students?
*No, for community college in state of MN criteria is HSD or GED. If you meet you can
apply and will be accepted. Take Accuplaser, determine where take course work, this is a policy
for every student. Open enrollment, no appeal process, we do provide Accusplaser
accommodations, talk about when we meet with them and when parents call, so they know that
this is available at college level as well.
Private School
1) What work do you do with HSC to provide them with information for students with
disabilities?
*Rare, occasionally high school, not so much counselors, but more so case managers,
will call us, and sometimes bring students in, to talk about what it would be at our school. We do
not reach out to them, other than, through our admissions and enrollment people. When students
are interested they generally come to school.
2) What are you “obligated” to offer students with disabilities, and how do you go above
and beyond?
*We want to ensure that discrimination doesn’t happen because of disability. Seriously
look at documentation, look at strength and weakness, and identify appropriate accommodations
that will be most supportive to them. “Access not success”. Listen to students, and take what
they say as even more than documentation says.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 49
3) How do you inform students with disabilities about getting accommodations at your
school?
*In catalog, I think our school, we have quite a reputation, and the High Schools
encourage students to check us out to find more information about school and find out what we
offer. Go to transition fairs to talk about what we offer, and give students and parent’s time to
ask questions. Parents are usually with their kids. Many times admissions are at events along
with us, so they can talk about long range goals, and opportunities offer, size of class etc. Were
there to talk about support that students with disability might be offered from us.
4) What resources do you offer to promote social connectedness?
*We have a really great residential program here. We have hall directors, and hall
resident advisors, and they attempt to include all students who live on campus. Activities
coordinator, who offers groups on campus. Minority groups lots of groups. Chapel, everyday it is
offered. Many avenues to find outlet. Difficult for students on the autism spectrum. For the
students who meet with us, I encourage participation a lot. Ex. Spanish group, game group. Try
to get stduetns to attend and be a part of social activities. Students who are not associated with
res life, have more of a problem. Done ADHD group, and “einsten” club (students with autism)
Students come in and talk about hobbies and interests. Difficult for attendance. TRIO supports
college students for students who parents have not attended college, or they may have low
income or disability. Those students are an identified group, who need to attend meetings, get to
know each other, opportunity to learn about college, and the expectations there parents can’t help
them with. (federally funded, only serve certain students)
5) What concerns you the most about students with disabilities applying to your school?
*Nothing, they should. We have students with significant challenges for us as providers
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 50
to make it success able. I want to make sure it is not a challenge for them. Are they ready for
type of rigor.
6) What role does IEP have in planning process?
*Depends, what were really looking at is how much information does it provide, as far as
disability. We do not follow everything in IEP, because it is written for a different purpose. Good
basis for instruction, to talk about what can and cannot expect from college. We share with
students’ that the accommodations will be better here at college. Here we have a lot of
technology that we offer students. We offer spectacular services. It depends what is in IEP, is
there diagnostic assessment to help with strength and weakness. Shares former goals and talks
about their habits, about what makes them tick, and so you learn about who they are, but it
doesn’t give you a good picture, to identify better accommodations. I think Augsburg has terrific
services, I think they school gives a premier service. Meet with them in the summer, to get
students to help familiarize with accommodations. Examples of technology: screen reading
program, pens,
7) Do you take part in the admission process of these students?
*No, selective, essay, not as much act, high school record. Lots of time essay identifies
reasons why the scores in high school might not be where they needed to be.
BENEFITS OF SPECIALIZED SCHOOL COUNSELORS 51
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