1. Chapter 20 Counseling with Children with Disabilities
The miracle is not that we do this work, but that we are happy to do it.
Mother Teresa
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Chapter Objectives
After reading this chapter, you should be able to:
Outline the history of special education in the United States
Explain the categories of disabilities
Discuss the procedures for IDEA and Section 504 in the schools
Describe some counseling strategies for children with special needs
Talk about working with the families of children with disabilities
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Overview
Children with Special Needs
History
Categories
Methods of counseling by category
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The Situation
They are different from the norm
Their problem is just as much society’s perception as the limitation of the child
Counseling is only partially about the special need
It is more about dealing with society’s reaction to it and the effects of those reactions on the child
They are often treated poorly both at school and at home
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5. Categories of Exceptionalities
Autism
Other health impairment
Behaviorally- emotionally disabled
Specific learning disability
Deaf-blindness
Hearing impaired
Speech or language impairment
Mentally disabled
Multiple disabilities
Traumatic Brain Injury
Orthopedic impairment
Visual impairment
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6. Steps for identification
Child is referred as needing services.
The child is evaluated.
A group considers the results and determines eligibility.
If eligible, an individual educational plan (IEP) is written for the child.
The IEP meeting is scheduled
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7. Steps for Identification (Cont.)
The meeting is held and the IEP plan finalized.
Services are provided.
Progress measured and reported.
IEP reviewed annually.
The child is re-evaluated at least every 3 years.
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Methods of Counseling
Strategies should be incorporated into a positive, accepting counseling relationship
Need to have basic knowledge of the disabling condition as well as the needs and characteristics of the children
Listen to them
Help children see themselves as people who can and do perform and accomplish goals
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9. Some General Questions
Have I helped:
The child develop good relations with classmates
The child learn to solve his own problems
The child to feel better about himself
Parents and teachers interact in ways that help the child
The child with his self concept
The child understand, through my behavior, that he is a valuable human being
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10. Emotional Disturbance
"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance--
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]
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11. Emotional Disturbances
Children may exhibit
Hyperactivity
Aggression/self injury
Withdrawal
Immaturity
Learning difficulties
Distorted thinking, bizarre behavior
May include
Anorexia and bulimia
Mood disorders
Trauma
Chaotic home life
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12. Emotional Disturbance
Counseling
Need love and understanding
Security and stability
Relationship is very important (history of unstable relationships)
Must place consistent limits and hold child accountable
Counseling strategies mirror educational strategies
Be very explicit about appropriate vs. inappropriate behavior
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13. Emotional Disturbances
Summary of tasks
Relationship that includes well defined responsibilities and limits
Work to change the child’s image and expectations
Individual and group counseling for feelings and behaviors, teach social skills, improve academic performance.
Must place consistent limits and hold child accountable
Assist parents and teachers in how to structure the child’s environment for consistency
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Learning Disability
A group of disorders that make learning more difficult than normal
Causes: genetic, environmental, biological
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Learning Disability
Basic definition: achievement is less than measured potential
Consequence of definition is that children who are cognitively limited can’t have a learning disability
Umbrella terms that cover the following: dyslexia, dyscalculia, dysgraphia, dyspraxia, central and auditory processing disorders, nonverbal learning disorders, visual perceptual/visual motor deficit, language disorders
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16. Learning Disability Counseling
Recognize and reflect the child’s feelings
The disability itself often causes social problems
Requires training in social skills and self image
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17. Learning Disability Counseling
Brief solution focused therapy
Step 1: Build rapport, define specific problems
Step2: Consider what hasn’t worked – look at possible solutions
Step 3: Help student decide on specific measurable goal – “miracle question”
Step 4: Help decide on specific task
Step 5: Check back later
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18. Learning Disability Education
Changes to classroom procedures
Teach child organizational skills
Teach about considering consequences
Teach social skills
Help child overcome sense of failure
Promote positive attitude toward learning
Complete diagnostic evaluation and education plan
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ADHD/ADD
Three types
Predominately inattentive type
Predominately hyperactive/impulsive type
Combined type
Symptoms
Present before age 7
Persists for more than 6 months
Present in multiple settings
Inconsistent with child’s developmental level
Clearly impairs functioning
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ADHD/ADD
Treatment
Multidisciplinary, multi-treatment model
Medication alone not recommended but common
Suggestions for counselors
Behavior modification
Cognitive restructuring
Case management
Parent support groups
CHADD (
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Mental Retardation
Definition:
Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.
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Mental Retardation
Note: each case is so unique it is difficult to provide general information
Subtypes:
Intermittent: needs occasional help
Limited: Need consistent and sometimes intensive support
Extensive: Needs regular involvement and long term support
Pervasive: constant high intensity support services
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23. Mental Retardation (Cont.)
After diagnosis study four areas
Intellectual and adaptive skills
Psychological and emotional concerns
Physical functioning and health
Current environment and optimal environment
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24. Mental Retardation (Cont.)
Counseling goals
Provide survival skills
Train parents and educators on how to train the child
Case management: ensure the child is getting the services to which they are entitled
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Physical Disability
Disabilities vary widely in extent:
Diabetes, Cystic Fibrosis, Pregnancy
Often comorbid problems
The child has much negative association with self
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Physical Disability
Teachers need help on how to accommodate
Need to work with involved agencies
Working with the child
Teach to appreciate strengths
Teach self-advocacy
Arrange for mentors/friends
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General Ideas
Behavior modification
Identify, define, and measure behavior
Identify context of behavior
Identify what causes or maintains behavior
Identify interventions to change behavior
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General Ideas
Summary of tasks
Recognize the child as a person
Understand the exceptionality
Counsel for self esteem; self acceptance
Coordinate services
Help significant others reach understanding
Assist in development of life, personal, social skills
Encourage recreational skills
Counseling with parents
Work with referral agencies
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29. Counseling With Parents of Exceptional Children
Very little research in this area
Parents suffer range of emotions at not getting the child they wanted
Parents may over protect or under protect
Parents may sacrifice their lives to their child
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30. Counseling With Parents of Exceptional Children
Parents may need to work through guilt (which is sometimes justified)
Something done while pregnant (FAS)
Punishment for sins
Ashamed
What will neighbors think/say
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31. Counseling with Parents of Exceptional Children
Counseling tasks
Help parents with education
Help through unproductive feelings
Connect to resources
Help set realistic expectations
Help them realize child’s uniqueness
NICHCY (
Parent support groups
Maybe family therapy
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