Ch 9: Addressing the needs of children and adolescents with disabilities and those classified as gifted Flashcards
When serving students with disabilities, counselors must
first understand the legislation that exists
The disability rights movement (early 1970s)
promotes a paradigm shift from the medical model to an interactive model (disability occurs through the interaction between the individual and society and barriers)
people with disabilities rank among one of the larges protected class of minorities
disability identity development
an all or nothing concept in which the medical model assigns a diagnosis as an aspect of an individual rather than a focus on the disability
neutral view
in order to advance and protect disability equality…
the educational community must progress to meet the needs of students with disabilities in the classroom
inclusion
the process of involving and valuing all people in the environment, regardless of their differences
requires a proactive strategy that reflects a conscious decision to respect individuals by affording them the opportunist to become a valued part of an organization
Education for all handicapped children act (1975) or Individuals with disabilities education act
to support states and localities in protecting the rights of, meet the needs of, and improve the results for children with disabilities and their families
amended in 1997 and reauthorized in 2004
governs how states and public agencies provide early intervention, special education, and related services
accomplishments under IDEA
increased graduation rates
increased post school employment rates
child find
legislative mandate
supports free and appropriate public education
a legal requirement that schools find all children who have disabilities and who may be entitled to special education services
least restrictive environment (LRE)
intends that students with disabilities spend as much time as possible in the classrooms with their peers who do not receive special education services
Disability evaluation
response to intervention
formal intervention
admission, review, and dismissal (ARD) process
response to intervention (RTI)
a process provided by general education teachers and such, addresses both the learning and behavior of the student
consists of 3 tiers (6-9 weeks each to complete)
tiers vary in intervention (1 least invasive to 3 most invasive)
includes the students teachers implementing different scientifically based learning strategies and accommodations in the classroom
Differences between tiers 1, 2, 3
look at screenshot in desktop
tier 1
implementation of scientifically based strategies
tier 2
support now supplemental of specific needs of the student
tier 3
most needed intensive interventions and individualized and strategically structured instruction
formal evaluation
determine if child needs special education services
parents must give consent prior
may include speech/language testing, behavior inventories, observations, history of the student (parent), and related medical information
admission, review, and dismissal (ARD)
represents a specific meeting where teachers and other support staff bring their expertise on education , and parents bring their expertise on their child
they both write and develop an individualized education plan (IEP)
Individualized education plan (IEP)
serves as written documentation that outlines the students functioning, strengths, needs, and measurable goals for the school year
also outlines the programs and services offered to the student
IDEA 13 disability categories
autism
deafness
blindness
hearing impairment
emotional disturbance
intellectually disabled
multiple disabilities
orthopedic impairment
other health impaired
specific learning disability (SLD)
speech or language impairment
traumatic brain injury
visual impairment
autism
developmental disorder
consists of challenges with social skills, communication skills and repetitive behaviors
deafness
defined as a hearing impairment so severe that the person cannot understand linguistic information, even with assistance of hearing aids
hearing impairment
described as permanent hearing loss or one that can change over time
multiple disabilities
a child with more than one condition covered by IDEA
other health impaired
overarching term
covers conditions that limit a Childs strength, energy, or alertness
specific learning disability
overarching term
covers a specific group of learning challenges
affect their ability to read, write, speak, or do math
dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and nonverbal learning disabilities
speech or language impairment
a child who experiences trouble pronouncing words or making sounds (stuttering)
when counseling students with disabilities, use..
bibliotherapy
solution-focused brief therapy (SFBT)
cognitive behavioral therapy (CBT)
bibliotherapy
helps students understand the issues they experience,
amplifies the effects of other treatments,
normalizes experiences with mental health concerns
offers hope to positive change
SFBT
short-term, goal focused approach,
allows school counselors to help students change by focusing on solutions, rather than problems
CBT
can help students recognize the way they think about themselves and how their experiences influence how they feel
popular CBT techniques for students with disabilities
reframing negative thoughts
progressive muscle relaxation
relaxed breathing
the rehabilitation act of 1973
first federal legislation to address the notion of equal access for individuals with disabilities through the removal of architectural, employment, and transportation barriers
Title VI of the civil rights act of 1964 provides the framework for key info within the legislation
authorized formula grant problems, vocational rehabilitation, supported employment, independent living, and client assistance
Section 504
a civil rights law that is a part of the rehabilitation act of 1973
provides access to programs and encompasses students diagnosed with a disability that affects them in school, but does not require the student to receive special education services
EX: a child with average learning ability that struggles with epilepsy or ADHD
all students who qualify for IEP also qualify for 504 plan, but not all students with a 504 plan qualify for IEP
rehabilitation act amendments of 1998
covers access to federally funded programs and services
strengthens section 509 and requires access to electronic and info technology provided by the federal government
Americans with disabilities act (ADA)
civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, school, transportation, and all public and private places open to the public
five areas (titles) of the ADA where people with disabilities hold legal rights
employment
public services
public accommodations
telecommunications
miscellaneous provisions
americans disabilities act amendments act (ADAAA)
broadened the scope of the definition of disability, the elimination of the mitigating measures, a new definition of the term “substantially limits”, and an inclusion of episodic conditions
professional school counselors service delivery system components
guidance lessons
individual planning
responsive services
system support
role of pro school counselors does not include
being the sole decision maker on the placement of students with disabilties
deciding on the execution of IDEA
writing, putting together, or ensuring adherence to the IEP plan
performing educational our psychological assessments
providing long-term therapy
person-first language
using person’s name/pronoun, follow it with the appropriate verb, and then stating the name of the disability
disability identity development model
- passive awareness
- realization
- acceptance
passive awareness
individual fails to connect to or gain awareness of their disability
realization
brings awareness to the disability; can result in anger and davaluing
acceptance
points to where the individual with the disability begins to accept their disability identity
transitioning to post-secondary (how its different than high school)
students must seek out services
services based on situational and individual needs/requests
students acts as self-advocate
no annual review or individualized education plan completed
no regular parent contact
self-advocacy skills include
having an understanding of your disability and how it affects the students abilities
discuss with instructors about effective study strategies
gifted children
students with gifts and talents perform at higher levels as compared to others of the same age, experience, or environment in one or more domains
asynchronous development
IQ of 130 or higher
Every student succeeds act (ESSA)
included mandates for school districts to address gifted and advanced learners developmentally, systematically, relationally, and multiculturally
ensures inclusion of advanced student achievement levels
Instruments used to detect giftedness
cognitive abilities test (CogAT)
Iowa stanford achievement test
the stanford achievement test
naglieri nonverbal ability test
woodcock-johnson tests of cognitive abilities
mildly gifted
IQ 116-129
highly gifted
IQ 145-159
exceptionally gifted
IQ 160
profoundly gifted
IQ 175+
six profiles of giftedness
- the successful learner
- the creative learner
- the underground learner
- the at-risk learner
- the twice/multi-exceptional learner
- the autonomous learner
the successful learner
students that figured out how to play the game of school (typical good two shoes)
the creative learner
impulsive and defensive
high degree of creativity and frustration with the system
the underground learner
insecure anxious students that hide their talents
the at-risk learner
appear angry and will retreat emotionally, making them seem disengaged in school
talents rooted in stuff that is not typically associated with traditional curriculum options
the twice/multi-exceptional learner
typically difficult to identify for gifted programs; rarely receive services needed
can be highly creative and strong problem-solvers, but may struggle with rigid coursework
the autonomous learner
self-directed and confident
Dabrowski five types of overexcitabilities (connect strongly to giftedness) (AKA theory go positive disintegration)
intellectual over excitability
imaginational
psychomotor
sensual
emotional
intellectual overexcitability
stereotypical behavior often associated with giftedness
ask questions, want to learn
imaginational overexcitability
students deeply drawn to fictional worlds
often daydream and doodle
need open-ended creative opportunities
psychomotor overexcitability
exhibit abundance of energy
excessive talking, fidgety
sensual over excitability
students strongly react to light, textures, and tastes
emotional over excitability
feel tragedies, injustices, and reminders of mortality deeper and greater than others
how to help children with over excitability
can encourage them to talk about these characteristics
focus on positive aspects
unique affective conditions found among the gifted
multi potentiality
perfectionism
underachievement
introversion
multipotentiality
individuals who show interest in a wide variety of disciplines and possess the ability to be highly successful in every one of them
may experience early fatigue
helping children with perfectionism
- encourage students to separate their self-worth from their grades or products
- encourage youth to focus more on improvement than end game
- lead students to concentrate on small improvements on way to excellence
- share lives of famous people who struggled
- inform students it takes hard work and persistence in the face of obstacles
- highlight that failure can be constructive
underachievement
manifests when students regrind from submitting what they perceive as imperfect
