A survey of school counseling association members concerning peer helper programs provided information on the nature and prevalence of programs within Washington State. Descriptive analyses indicate that peer helper‐counseling programs are widely used and that they are often supervised by noncounseling professionals. Furthermore, the analysis revealed significantly greater numbers of completed suicides at those schools where programs are supervised by noncounseling professionals.
An analysis of parent involvement in early intervention programs was conducted as part of a review of literature on the efficacy of early intervention with disadvantaged, at-risk, and handicapped preschoolers. The evidence to date suggests that there is little support for the position that involvement of parents leads to more effective intervention programs. The meta-analysis also demonstrated that there is little research which addresses the issue of parental involvement with handicapped children. Suggestions for future research are included.
This article provides a rationale for and description of the organizational efforts involved in infusing multiculturalism into the curriculum of a school counseling program. It includes a characterization of the overall program, faculty resources, curriculum organization, and student characteristics. It also includes a detailed case study of an actual counseling interaction between a school counselor and culturally different client and a description of how such activities can be used to increase cultural awareness in prepracticum students. Este articulo proporciona una exposición razonada y una descripción de los esfuerzos organizacionales que están implicados en la integración de multiculturalismo al programa de consejería educativa. Incluye una caracterización del programa en general, los recursos de la facultad, la organización del programa y las características de los estudiantes. También incluye un estudio detallado de un caso actual de la interación entre un consejero educativo y un cliente culturalmente diferente, y una descripción de cómo se pueden utilizar estas actividades para aumentar el conocimiento cultural de los estudiantes que se preparan para ejercer esta actividad.
Although outcome measures are necessary to document the effectiveness of early intervention programs, researchers and practitioners have often failed to relate outcome measures to Intervention program objectives, have not considered educational as well as statistical significance, and have failed to articulate a conceptual framework which links outcome measures to a child's developmental status at the end of intervention. This paper proposes specific guidelines for the selection of outcome measures and provides a brief rationale for each.
Federal and state regulations require that learning disabled children receive a free appropriate education. In order to determine the appropriateness of a child's program, comprehensive assessment information must be gathered and made available to the committee developing individual education programs. The current study surveyed assessment practices used in public schools. All special education supervisors in one state were sent questionnaires to determine specific assessment procedures used. Results indicated that (1) schools are satisfied with appraisal services provided, (2) the majority of school districts contract for some if not all appraisal services, (3) employed examiners are more involved in the total assessment process than examiners on contract, and (4) examiners do not participate in evaluation and placement meetings on a regular basis. F ederal and state regulations implemented during the past decade have revolutionized the educational services provided for learning disabled children. Basically, these legislative acts mandate that a free appropriate public education be afforded each child in the least restrictive environment. To ensure the appropriateness of the educational services, an individual educational program must be developed for each child. This includes identifying the required services and setting goals and objectives. Before this can be accomplished, an adequate evaluation of each child must be made. Regulations implementing P.L. 94-142 define evaluation as procedures used . . . to determine whether a child is handicapped and the nature and extent of the special education and related services that the child needs. The term means procedures used selectively within individual child and does not include basic tests administered to or procedures used with all children in a school grade, or class. (Federal Register, p. 42494).In general, the purpose of evaluation is to provide information to parents and professionals that will be helpful in decision making relative to a child's educational development (Salvia & Ysseldyke, 1981). In special education, the process determines and documents the eligibility of students for special education programs (McLoughlin & Lewis, 1981). The assessment of the child, therefore, is a critical factor in carrying out the mandate of P.L. 94-142. The criticality of the assessment process was noted by Smith (1974) when he stated, "To leap into suggesting an educational program before conducting as adequate a diagnosis as is needed will cause the teacher to fish around for what she supposes to be the kind of program each youngster needs, but without having proper documentation" (p. 77).Rules and regulations implementing Part B of the Education of the Handicapped Act (Federal Register, 1977) place the responsibility of ensuring appropriate evaluation procedures on the State Education Agency. The regulations spell out the following requirements:1. Evaluation materials and procedures must not be racially or culturally discriminatory. Evaluation materials must be admin...
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