Running head: BENEFITS OF SPECIALIZED SCHOOL … MP 2014.pdfBENEFITS OF SPECIALIZED SCHOOL COUNSELORS 8 tailored to meet a student’s individual strengths, preferences and interests

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.




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




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


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.


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.


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


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


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).


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


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


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


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


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.


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.


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


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


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).


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,


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


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


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).


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).


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”


(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


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.


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.


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.


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,


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-


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


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


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.


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


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


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.



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.


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


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


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.


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


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.


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


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.


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


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.


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.


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.


*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.


*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.


*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


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.


*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.


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.



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.


*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)


*Nothing, they should. We have students with significant challenges for us as providers


to make it success able. I want to make sure it is not a challenge for them. Are they ready for

type of rigor.


*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,


*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.


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Running head: BENEFITS OF SPECIALIZED SCHOOL … MP 2014.pdfBENEFITS OF SPECIALIZED SCHOOL COUNSELORS 8 tailored to meet a student’s individual strengths, preferences and interests