In the last blog series post that was put up, I began the process of explaining a handful of significant components that contribute to providing disabled students with an appropriate education through programs and accommodations. The last post went into depth on individualized education programs (IEPs) and how they are one of the key parts of aiding students through school. This post will be explaining one of the two individuals that are needed in assisting disabled students through their education careers. The first being school counselors.
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Another prominent role in a disabled student’s success in the American education system is the part that the school counselor plays. These individuals that are trained and certified to stand by a student’s side – disabled or not – and guide, encourage, assist, and provide for them as they walk through their middle and high school careers. By using these individuals’ jobs properly and at an adequate amount, students will fit school easier to grasp and to weave through the difficult areas.
The problem today in American public and private education systems is that “schools may [be] underus[ing] the services of school counselors” (Milsom, Goodnough, Akos). A survey done by Amy Milsom, a professor at the University of North Carolina at Greensboro, displayed that nearly one-third of high school counselors report not being involved in postsecondary transition planning for students with disabilities. By schools not mandating the need for involvement taken by school counselors, students with disabilities will be left behind or find it extremely difficult when the opportunity for college rolls around. Integrating the counselor into the daily school lives of students, especially with learning and mental disabilities, creating future goals, IEPs, relationships, and an educational pathway, students will be provided a more appropriate educational experience that all students in America should be receiving.
One of the most praised processes that school counselors should take is by setting up IEP meetings. These are plans set up by the school counselors, the student, the parents, and occasionally a teacher to meet and discuss the student’s personalized IEP. At these meetings, the objectives are to “focus on group dynamics and the process of the meeting” and to encourage individuals “to be prepared to assist students in academic, career, and transition planning and personal and social areas” as well as aid students in meeting goals (Milsom, Goodnough, Akos). With the future career aspect of the assistance, school counselors can use their employment to “be [a] resource to students through their connections with college admissions representatives,” though this is seen as a necessity from all school counselors. The other aspect, revolving around a student’s personal and social life, the team meeting can aid in targeting self-esteem, social skills, and anger management. This can be vital in helping students create bonds with those around them in their lives as well as with the relationship between the school counselor and the student. It has been found that “School counselors will be able to offer greater contributions for students with whom they are familiar with” (Milsom, Goodnough, Akos) and many do believe that this can be the binding factor for educational success because of the strength of the relationship.
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Milsom, Amy, Gary Goodnough, and Patrick Akos. “School Counselor Contributions to the Individualized Education Program (IEP) Process.” Preventing School Failure: Alternative Education for Children and Youth 52.1 (2007): 19-24. Web.
Mikaela Sorensen 