TPC-Journal-V5-Issue2

222 (e.g., teacher is not following accommodations outlined in the IEP). Students would then apply ASCA special education guidelines and special education laws to issues presented, in order to illustrate how those involved are or are not acting in accordance with established professional mandates and what action should be taken. Additionally, students would then describe what the person in the scenario could have done differently and how the school counselor should intervene. In a theories class, school counseling students could critique the effectiveness of various theories for students who are identified as having special needs, through applying theoretical concepts, reviewing research, and considering qualities associated with different disability diagnoses that could impact treatment. A case study could also be developed, to which school counseling students would apply various theories to address issues faced by students with special needs (e.g., anxiety, depression). Similarly, in a techniques class, school counseling students could identify techniques that they found to be the most effective with special-needs students and practice applying them in class role-plays. Linking strategies to specific theories and disabilities may help school counselors feel more prepared and confident (Myers, 2005). Moreover, to increase competence and confidence, school counseling students should be exposed to assessments routinely used in the school setting with students identified as having special needs. During an assessment course students could practice utilizing and interpreting tools such as the Child Behavior Checklist (CBC), Behavior Assessment System for Children (BASC) and Connors Rating Scale through role-plays in pairs or small groups. School counseling students enrolled in the assessment course also could be required to look at mock IEPs and evaluation reports and discuss how accommodations and findings outlined in the documents would impact their services with the students. The assignments described in this section can be used as in-class activities or outside assignments and also may utilize technology (e.g., slide shows, discussion boards). Requiring assignments such as those discussed above provides a foundation for infusing more experiential activities into other courses as well. Exposure Activities to Enhance Student Learning About Special Education Direct experiences with students who have special needs have been recommended in past research and is thought to increase school counselor competence, understanding and positive attitudes in working with this population (Bowen & Glenn, 1998; Isaacs et al., 1998; Milsom & Akos, 2003). Various interactive experiences with students with disabilities could be a required part of many courses throughout the school counseling program. Students could participate in interactive experiences both in schools and in community settings. For example, students could be assigned to participate in an immersion experience for a multicultural class that would require students to spend an established amount of time with children who have been identified as having special needs (in schools or advocacy group settings). Students would then be required to reflect upon their experience, examine their own biases and stereotypes, and consider how their interactions had impacted their multicultural development. This assignment could be done through journaling (written or video), arts projects (e.g., collages, drawings, poems) or through a research paper tied to counselor professional development. Additionally, students could interview parents of these children or older children with special needs to gain insight into the barriers and discrimination that these individuals face because of their disabilities. School counseling students could volunteer at a local community agency such as a center for individuals who are deaf, blind, or developmentally disabled that offers services for teens with disabilities. Students would then use the information from their visit to outline and develop a specific program they could implement in the school to better support special-needs students and their families (e.g. partner with the special education teacher and provide a parent support night in which parents are able to discuss issues they are facing or provide representatives from various community agencies that support different needs for people with disabilities). Students also could visit a college campus center for student disability services and support. During the visit they could interview a staff member as well as a student seeking services in order to help develop a perspective on how to better serve individuals with special needs during high school and transition planning.