School and Rehabilitation Counselor Preparation: Meeting the Needs of Individuals With Disabilities

Hosie, Thomas W.; Patterson, Jeanne Boland; Hollingsworth, David K.

doi:10.1002/j.1556-6676.1989.tb01351.x

Cited by 6 publications

(10 citation statements)

References 25 publications

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“…Finally, there is a critical need for interdisciplinary collaboration. Hosie, Patterson, and Hollingsworth (1989) suggested that "no one individual or profession can meet the multiple needs of individuals with disabilities" (p. 172). Collaboration and networking with other agencies (Lowenthal & Anderson, 1980-81) will maximize the delivery of scarce resources to a group of individuals who are doubly disabled.…”

Section: Resultsmentioning

confidence: 99%

Substance Abuse in Persons With Disabilities: Treatment Considerations

Helwig

Holicky²

1994

Jour of Counseling & Develop

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In this article the authors examine the issues and needs of individuals who are physically disabled and have substance abuse problems. Reasons for the high rate of substance abuse among individuals who are physically disabled are explored. Treatment considerations for such individuals are addressed and include individual, family, and educational counseling. Prevention issues are examined, and the importance of the Americans with Disabilities Act (ADA, 1990) is assessed.

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Section: Resultsmentioning

confidence: 99%

Substance Abuse in Persons With Disabilities: Treatment Considerations

Helwig

Holicky²

1994

Jour of Counseling & Develop

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“…The core counseling courses found in school counselor preparation programs provide a strong foundation and knowledge base for counseling ES. However, some researchers have suggested that counselors who work with these students may need additional knowledge and skills (Hosie, Patterson, & Hollingsworth, 1989;West, 1992). These include (a) information on the characteristics of disabling conditions; (b) how these conditions affect students' physical, social, psychological, and cognitive development; (c) the implications of federal and state laws on the education and counseling services provided in the schools; (d) diagnostic and placement criteria; and (e) methods of modifying interventions to meet specific individual needs.…”

Section: The Role Of Counselors With Esmentioning

confidence: 99%

“…These include (a) information on the characteristics of disabling conditions; (b) how these conditions affect students' physical, social, psychological, and cognitive development; (c) the implications of federal and state laws on the education and counseling services provided in the schools; (d) diagnostic and placement criteria; and (e) methods of modifying interventions to meet specific individual needs. Hosie et al (1989) recommended that school counseling curricula include topics in courses on types of disabilities; range of services for individuals with disabilities; ethnic, cultural, and language issues; family issues; asststtve devices and technology; ethics; and collaboration.…”

Section: The Role Of Counselors With Esmentioning

confidence: 99%

“…Some counselor education programs have received grants from the U.S. Office of Special Education to support preservice graduate training for preparing related services personnel (school counselors) with special emphasis on special education needs. Project SPECIAL WPIC (Brandell, 1993) at Central Michigan University trained 22 fulltime graduate students by using existing program competencies and adding 14 competencies in special education developed by Hosie et al (1989). Project ESST (Exceptional Student Specialization Track;McEachern, 2002), at Florida International University, trained 24 school counseling students who completed, along with program requirements, a course in ESE that included topics on the identification of students with disabilities, federal and state regulations, completion of the IEP, the psychological and sociological impact of disabilities, and consulting with families of ES.…”

Section: Recommendationsmentioning

confidence: 99%

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School Counselor Preparation to Meet the Guidance Needs of Exceptional Students: A National Study

McEachern

2003

Couns Edu & Supervision

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A representative sample of counselor educators at U.S. universities were surveyed to Identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty-two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses.

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“…Or does the primary blame lie with guidance personnel themselves, who often acquiesce to clerical or quasiadministrative roles instead of insisting on tasks consistent with their training? It is probable that much of the reluctance of counselors to become involved with students with disabilities stems from the fact that most counselor education training programs have inadequately prepared counselors to deal with students who may have special needs (Hosie, Patterson, & Hollingsworth, 1989). In reality, it does not matter who is most "at fault."…”

Section: Problematic Areas In Counseling Persons With Disabilitiesmentioning

confidence: 99%

Counseling Persons With Disabilities: Summary and Projections

Lombana

1989

Jour of Counseling & Develop

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The author summarizes the findings of the other articles in this feature in terms of progress made during the last decade, as well as problems remaining. The author proposes several idealistic scenarios for counselors and other human development specialists to use as guidelines for future work with people who are disabled. S ince the 1975 passage of P.L. 94-142 and subsequent related legislation, counseling and human development services directed toward individuals with disabilities have changed in some ways and remained stagnant in others. In order to explain the context within which professional counselors operate, I review several of the more significant changes that have been discussed in depth by the other authors in this issue. Following this synopsis, I describe some of the areas that remain problematic and then provide several ideal projections for the coming decade. RECENT SIGNIFICANT ADVANCESOne of the most far-reaching changes concerning people with disabilities relates to the terminology used to describe those individuals. A growing sensitivity to the needs of the people affected is a significant result of nondiscriminatory semantics. However, the changes represent much more. They offer, in addition, a symbolic and linguistic description of how individuals are to be regarded, treated, and integrated into society. It is easy to look back 20 years and imagine with horror the symbolic representation that occurred when individuals with different degrees of mental retardation were referred to, in the clinical literature, as idiots or imbeciles! Under the shroud of such ominous terminology, is it any wonder that they were feared, avoided, and treated as less than human? Slowly but progressively, our terminology has become less toxic and more accurate, mirroring society's growing acceptance. During the past 10 years, for example, we have moved from referring to the disabled to disabled people to people with disabilities. This language represents a change in attitude in which people were viewed only in terms of their limitations to a stage in which they were seen as individuals, albeit limited ones, to the current view that people with disabilities are simply that; that they are no more homogeneous than "people with black hair."

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School and Rehabilitation Counselor Preparation: Meeting the Needs of Individuals With Disabilities

Cited by 6 publications

References 25 publications

Substance Abuse in Persons With Disabilities: Treatment Considerations

Substance Abuse in Persons With Disabilities: Treatment Considerations

School Counselor Preparation to Meet the Guidance Needs of Exceptional Students: A National Study

Counseling Persons With Disabilities: Summary and Projections

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