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| Acknowledgments | |
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| The Authors | |
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| Preface | |
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| Counseling Students With Disabilities: The Basics | |
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| Possibilities and Practicalities | |
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| The Role of the School Counselor | |
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| Promoting Genuine Inclusion | |
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| Looking Out for Students | |
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| Addressing the Needs of Stakeholders: Parents, Teachers, and Students | |
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| Fostering Resilience | |
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| Amplified Needs | |
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| The ASCA National Standards Amplification of the Needs of Students with Disabilities | |
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| The Art of Helping Students with Disabilities | |
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| Everyday Distortions of People with Physical Disabilities | |
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| Spread and Global Evaluations | |
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| Typecasting | |
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| Distorted Perceptions of Students with Nonvisible Disabilities | |
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| Global Evaluation and Invisible Disabilities | |
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| Diagnosis and Perception | |
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| Possibilities: Seeing What Cannot Easily Be Seen | |
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| Possibilities: Predicting the Future | |
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| Seeing the Student in the Environment | |
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| Effective Helping Orientations: Social-Minority Versus Medical Models | |
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| Help That Is Helpful | |
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| Getting Comfortable | |
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| Logistics | |
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| Talking About a Student's Disability | |
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| School Counseling Programs: Genuine Inclusion | |
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| The Foundation | |
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| Inclusion | |
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| Sameness Is Not Fairness | |
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| Ableism | |
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| Delivery System | |
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| Management | |
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| Accountability | |
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| From Theory to Practice | |
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| Targeted Advocacy | |
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| Systemic Advocacy | |
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| Protective Legislation and the School Counselor Role | |
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| How We Got Here: A Glimpse Back in Time | |
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| The Spirit of the Law Versus the Letter of the Law | |
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| Legislation and the School Counselor's Responsibilities | |
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| Students Who Qualify for Special Education | |
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| Review of the Process That Culminates in the IEP Program | |
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| Importance of the IEP | |
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| Defining the Least Restrictive Environment | |
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| Behavior and Discipline: Special IEP Factors | |
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| Functional Behavior Assessment | |
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| Behavior Intervention Plan | |
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| The Transition Plan | |
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| Translating It All into Action | |
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| Section 504 and 504 Plans | |
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| NCLB and IDEA | |
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| Claudia's Story | |
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| Partnering with Parents | |
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| A Glimpse of Common Parental Experiences | |
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| Stereotypes About Parents | |
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| Parental Stress | |
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| Neglectful and Abusive Parents | |
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| Partnering with Parents and Caregivers | |
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| What Parents Value in Helping Relationships | |
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| Responding to Parents' Needs for Support and Empowerment | |
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| Common Barriers to Developing Collaborative Relationships with Parents | |
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| Critical School Transitions and Developmental Stages | |
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| Elementary School | |
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| Middle School or Junior High School | |
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| High School | |
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| Preparing for Transition | |
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| Meeting the Needs of Students With Disabilities: Addressing the Amplified Asca Domains | |
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| Meeting Students' Academic Needs | |
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| The Purpose of Education and Academic Success | |
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| The Role of High-Stakes Testing | |
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| The Purpose of Inclusion | |
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| Amplified Academic Needs | |
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| Negative Academic Self-Concepts of Students with Disabilities | |
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| Twice-Exceptional Student Issues | |
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| Promoting Positive Academic Self-Concepts with Students with Disabilities | |
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| Academic Interventions | |
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| Counseling Interventions | |
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| Modeling Self-Advocacy | |
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| Promoting Inclusion | |
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| Mind-Sets That Resist Inclusion and Responses to Challenge Them | |
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| Identifying Useful Accommodations and Technology | |
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| Including Families and Other Natural Supports | |
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| Promoting Academic Resilience | |
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| Meeting Elementary Students' Personal and Social Needs | |
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| Fostering Social Integration in the Classroom | |
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| Creating a Classroom Climate Conducive to Social Integration | |
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| Resiliency and Self-Concept | |
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| Social Integration Beyond the Classroom | |
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| Critical Social School Environments Outside Class | |
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| Facilitating Social Integration: Fostering Social Skill Development | |
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| Social Integration, Resiliency, Social Skills, and the IEP | |
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| Meeting Adolescent Students' Personal and Social Needs | |
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| Identity and Self-Esteem | |
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| Self-Esteem Development | |
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| Forming Identity | |
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| Sexuality Issues | |
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| Personal Self-Determination and Self-Advocacy | |
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| Social Skills: Basic and Specialized | |
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| High-Risk Activities | |
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| Substance Abuse | |
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| Unwanted Pregnancy and Sexual Abuse | |
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| Juvenile Delinquency | |
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| School Dropout | |
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| Dignity of Risk and Resiliency | |
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| Dignity of Risk | |
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| Resiliency | |
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| Integrating Personal and Social Competencies | |
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| Meeting Students' Career-Planning Needs | |
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| Amplified Career Development Needs | |
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| What Is Realistic? | |
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| Expansive Realism in Action | |
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| Other Career Development Issues | |
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| Role Models and Mentoring | |
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| Standardized Career Assessment Instruments | |
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| Self-Determination and Self-Advocacy: Critical Assets in Career Planning | |
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| Transitional Planning | |
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| State and Federal Vocational Rehabilitation Services | |
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| Centers for Independent Living | |
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| On Your Own Without a Net | |
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| Transition to Work After High School Ends | |
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| Students with Disabilities and the ADA | |
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| Supported Employment for Students with Significant Disabilities | |
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| Transition to Postsecondary Education | |
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| Entrance Exams | |
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| Disclosing Disability Status | |
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| Choosing a College or University | |
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| Planning | |
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| The Intangible Benefits of Work for Students with Disabilities | |
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| Disability-Specific Information: Implications and Practical Applications | |
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| Attention Deficit Hyperactivity Disorder | |
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| Allergies and Asthma | |
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| Anxiety Disorders | |
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| Autism | |
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| Bipolar Disorder and Depression | |
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| Cancer | |
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| Cerebral Palsy | |
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| Child and Adolescent Diabetes | |
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| Cystic Fibrosis | |
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| Deafness and Hearing Disorders | |
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| Degenerative Orthopedic Diseases (Muscular Dystrophy) | |
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| Fetal Alcohol Syndrome | |
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| Learning Disabilities | |
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| Mental Retardation | |
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| Oppositional Defiant Disorder/Conduct Disorder | |
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| Other Orthopedic Impairments | |
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| Seizures | |
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| Speech and Language Disorders | |
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| Spina Bifida | |
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| Traumatic Brain Injury | |
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| Visual Impairments | |
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| Conclusion | |
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| Notes | |
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| References | |
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| Index | |