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School counselors have a professional and ethical obligation to provide adequate direct and indirect services to students with special needs. Counselors play an important part in assisting special-needs students reach their social, emotional, and future career goals. It is important that counselors help students set goals that will achieve personal success. School counselors understand transitions in students lives, and should be experts in knowing what resources can help students transition as they develop.  Advocating and assuring all students are excelling, including special-needs and at risk students, is a school counselors ethical and legal responsibility.
School counselors are required to participate in the identification of students with disabilities. The school counselor is able to provide input on planning and placement for identified students. The legal and ethical issues that arise when serving students with special needs is assuring that that the counselor knows their role when being included in students Individual Education Plans (IEP). School counselors may provide direct services such as individual and group counseling. These services must be consistent with services provided for all students, regardless of ability. Although, counselors can support special-needs students, the time spent with a special population group has to be equal to the time served with other students.

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Hello all,

My name is Michelle Delongchamps and I am currently working on my Masters in Education to be a School Counselor and I plan on Graduating this Spring! I currently am a CTE College and Career Advisor for Belton ISD. I work closely with the counselors at my high school to assure students are in their best placement when they leave the comfort of our four walls and head out into society as an adult. Because I do work so closely with the counselors, I wanted to have my Masters in Counseling to assure I understand my duties and roles fully, and to apply newly learned skills and insights to my current role as an advisor.

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Step 2: Exploration Option 2a - American School Counselor Association (ASCA) Legal and Ethical Issues

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Step 2: Exploration Option 2a - American School Counselor Association (ASCA) Legal and Ethical Issues

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One legal issue counselors face is following the timeline set by the state to report child abuse.  In Texas, state law requires that anyone holding a state license make a report within 48 hours of the time they come to reasonably suspect that child abuse might be occurring. Failure to follow protocol and reporting time-lines can lead to loss of certifications, fines, and possible jail time. If child abuse is suspected, a report must be made to the correct state officials, not to just an administrator.
Another legal and ethical issue that counselors face is assuring a professional relationship is established with all students in the school by avoiding dual relationships and setting healthy boundaries. It is important that school counselors promote emotional safety for students. When the role of the counselor is not clear to a student, it may be confusing.

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Step 2: Exploration Option 2b - American School Counselor Association (ASCA) Ethical Standards

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Step 2: Exploration Option 2b - American School Counselor Association (ASCA) Ethical Standards

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Student confidentiality is an ethical and legal issue counselors face often. A counselor must know when it is appropriate to tell or release information to parents, school officials, and other educators. Although, it is important that students understand that their information will be safe with the school counselor, counselors must use their best judgement to know if the the situation is life threatening.
Also, knowing what information can and should be passed onto the parent of a minor is an issue school counselors face daily.

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Step 2- Exploration Option 3a-Trending Headlines 

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Step 2- Exploration Option 3a-Trending Headlines 

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School safety and liability are concerning trends in the media.

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While a school's primary goal is to educate students, another priority is providing a safe environment. It's a responsibility enforced in federal, state and local laws, but ultimately, students can - and do - get hurt. And when they do, many blame the school or district.

Getting scraped up during recess, for instance, isn't new. Neither is getting made fun of by a classmate. Some medical experts call falls and broken bones " inevitable ," and some scholars cite teasing as an " important preparation for life ." But more severe issues, including sexual harassment, cyberbullying and school shootings are increasingly penetrating classrooms, spurring legal disputes over who's responsible.

"School safety is moving from the schoolhouse to the court of public opinion and the law," said school safety consultant Kenneth Trump. "But every case is unique - the legal issues vary, the allegations vary, and that's what makes it hard to pin it down to a handful of specific issues and put it in this neat little box."

Hundreds of lawsuits point the finger at schools or districts when students get injuried. Among the most recent was a suit against Broward County Public Schools and the county sheriff's office - both of which a federal judge said didn't have a legal duty to protect students - after the Parkland, Florida, shooting. These cases span different issues and reached varying verdicts, but they involve the same question: To what degree are these entities liable for students' safety?

Below, we've broken down a list of cases involving a school or district's role in student safety. Here's what happened and what they mean in the debate:

M.S.D. of Martinsville v. Rebecca Jackson

What happened: In March 2011, two students at West Martinsville Middle School in Indiana were injured in a shooting: One, who was shot twice in the stomach, was targeted by the shooter - a former student known to threaten and harass his peers -

Though the shooter threatened the victim several times - and threats were reported to teachers before the shooting - teachers didn't tell the administration, court documents say. Additionally, in the suit, the victim's mother said the district didn't protect her son because certain school entrances were left unlocked and monitors weren't properly warned about the shooter being a threat, among other alleged safety breaches.

While the district argued the suit should be dismissed because it couldn't have reasonably prevented the shooting, an appeals court disagreed.

What this means: This ruling shows schools or districts can be found liable if evidence proves the event could have reasonably been prevented, either because officials had reason to believe it would take place or if their response protocol wasn't sufficiently implemented.

Scarlett Lewis, et al. v. Newtown Board of Education and Town of Newtown

What happened: In one of the deadliest school shootings in U.S. history, 20-year-old Adam Lanza shot and killed 26 people at Sandy Hook Elementary School in December 2012.

In her decision, the judge said, "...Faculty and staff had to make split-second decisions ... and subjecting their decisions to scrutiny, aided by hindsight, would no less serve the public interest than subjecting a police officer's discretionary decisions to second guessing."

She added, "Emergencies, by their very nature, are sudden and often rapidly evolving events, and a response can never be 100% scripted and directed."

According to this ruling, school officials can have similar protections to police officers. Even if a school has a safety protocol, it's hard to force people to have scripted emergency responses without taking split-second judgment into account. And if someone gets hurt, it's not necessarily something for which a school or district is liable.

Sexual misconduct

Mitchell v. Cedar Rapids Community School District

One day, the 9th-grader got her mother's permission to go to a friend's house after school, but she skipped last period. The 12th-grader raped her that afternoon. While the school day had ended when the rape happened, the girl's mom didn't know her daughter missed last period, and there were no special requirements for handling absences in her Individualized Education Program (IEP). Her mother sued the district for negligence, failing to monitor her daughter and notify her in a timely manner.

The district argued that because the rape didn't happen during school hours or on school grounds, it wasn't legally liable. But the Iowa Supreme Court ruled it could have been prevented.

What this means: This ruling doesn't imply a district or school is legally obligated to protect students outside of school hours or off school grounds in non-school activities. However, it does show that in certain cases, if evidence shows it either could have predicted or prevented such an incident from happening, they could be liable.

Shawnee Mathis, et al. v. Wayne County Board of Education, et al.

After the coach first heard about the incident, he allegedly didn't report it. One boy's parent later told the school, and the 8th-graders who were responsible were suspended for 10 days. The other boy's parent went to the school with concerns about what happened, but the suit alleges the principal didn't seem too troubled by it.

The boys continued to face harassment and were later pulled out of school. The school took some steps to prevent locker room misconduct, but in a disciplinary hearing, a committee of school officials chose not to suspend the 8th-graders for the rest of the basketball season, and the Wayne County Board of Education moved up their reinstatement date.

tudents and families who file suit often face many hurdles in proving a school or district is liable. According to the What this means: S Associated Press, districts in some states - including Virginia and Georgia - have "absolute immunity" from state-level lawsuits, while others, such as Florida, cap amounts schools must pay in damages. It's possible for a school to be held accountable, but it can be a high bar to hit.

Bullying/harassment

Kowalski v. Berkeley County Schools

When the victim and her parents filed a harassment complaint with the school, the site's creator was suspended for five days for the so-called "hate website," which violated school bullying, harassment and intimidation policies. She sued, claiming her First Amendment rights were violated, because her site was private and was created outside of school.

"foreseeable " that the website would "create a substantial disruption in the school, " therefore allowing the school to control the student's speech.

Wyke v. Polk County School Board

What happened: The mother of Shawn Wyke, a 13-year-old who died by suicide, sued her son's district in Polk County, Florida, alleging administrators knew he tried to commit suicide twice at school before his death. When the dean of students found out about Wyke's first attempt, he called the student into his office and read Bible verses, according to court documents. He thought they made Wyke feel better and that he did all he could that day.

Wyke's mother sued the school board, the vice principal and the principal, alleging there was inadequate intervention and prevention training for school employees that contributed to her son's wrongful death. A district court ruled the district could be found liable due to a failure to notify Wyke's parents about what happened, and their knowledge of his two attempts made the incident foreseeable.

What this means: Hundreds of students die by suicide each year, and many parents or guardians argue schools could have done more to prevent this. But in the past, courts often haven't deemed schools and districts liable for student suicides unless it was clear officials knew a student was suicidal and did nothing, or if they intentionally made things worse.

However, the sampling of cases to examine is relatively limited. Since this suit was filed, several schools and/or districts are facing legal action for their alleged liability in similar incidents. The outcomes of those cases will reveal a lot about where the line is drawn for schools' and districts' legal responsibilities.

Brewington v. Philadelphia School District

More than a year later, the boy's mother sued the elementary school and the Philadelphia School District, alleging the lack of padding on the gym walls was dangerous and constituted negligence. The school argued it was immune from the suit, but in a December 2018 ruling, the Pennsylvania Supreme Court rejected this claim.

The court said this incident qualified as an exception to the immunity provision, giving the boy's mom a right to sue. According to the "" if an agency doesn't put adequate safety features in place for normal or reasonable use of property, it can be sued. In this case, the court found, the lack of padding could constitute negligence.

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To what extent are districts, schools liable for students' safety?

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While a school's primary goal is to educate students, another priority is providing a safe environment. It's a responsibility enforced in federal, state and local laws, but ultimately, students can - and do - get hurt. And when they do, many blame the school or district.

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The School Counselor and Special Education: Aligning Training With Practice

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Jennifer Geddes Hall
The intent of this article is to discuss the importance of training school counselors in providing adequate services to students with special needs, as mandated by special education law and supported by school counseling standards created by the American School Counselor Association (ASCA). In addition, the lack of adequate and unified training for school counselors in this area will be explored. This article suggests implementing a more consistent school counselor education program across institutions that would include coursework and experiences in special education that are in alignment with the standards of ASCA, legal obligations, and daily counselor roles. Examples of ways to incorporate such experiences and assignments into courses across counselor training programs are provided. : counselor education, school counselor, special education, counselor training, American School Counselor Association
The enactment of special education laws and mandates such as the Education for All Handicapped Children Act of 1975 (PL 94-142) and the Individuals with Disabilities Education Act (IDEA), which require schools to provide free appropriate public education to all students within the regular education setting, have immensely impacted the school counseling profession (Bowen & Glenn, 1998; Dunn & Baker, 2002; Milsom, 2002; Owens, Thomas, & Strong, 2011). The number of students identified as appropriate to receive special education services is growing (Dunn & Baker, 2002; McEachern, 2003; Owens et al., 2011). Therefore, school counselors are now required to provide equal services to more students with special needs within the regular education setting. Similarly, school counselors are required to take a more active role in the Individual Education Program (IEP) process, from identification to implementation, than what was previously expected in the past (Dunn & Baker, 2002; Milsom, Goodnough, & Akos, 2007; Owens et al., 2011). School counselors' involvement in special education is not only required by specific legislation, but also poses ethical considerations regarding to direct and indirect services for students with special needs. In response to legislation, the American School Counselor Association (ASCA) has advocated for school counselor involvement in special education and published guidelines for servicing students with special needs (Isaacs, Greene & Valesky, 1998; Myers, 2005; Studer & Quigney, 2005).

Despite a study conducted by Studer and Quigney (2003) which showed that school counselors are becoming more involved with special education by serving on teams that assist with disability identification and implementation of services, counselor education programs are not adequately training future school counselors to deal with changing roles and responsibilities included in servicing students with special needs (McEachern, 2003; Milsom & Akos, 2003; Romano, Paradise, & Green, 2009; Studer & Quigney, 2005). Additionally, there is a dearth of recent research in the literature addressing concerns that special education is not being adequately addressed in school counselor preparation programs. Although there is an increasing trend in school counselor training programs to include some instruction about special education (Studer & Quigney, 2005), no specific suggestions for implementing such content into the curriculum have been published to date. In response, this article provides ideas and recommendations for infusing special education content throughout the school counseling curriculum required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Counselor education programs must recognize the importance of the school counselor in the lives of students with disabilities, and adequate training should become a priority.
Students with Special Needs, the School Counselor and the Law
Since the enactment of special education laws and mandates such as the Education for All Handicapped Children Act of 1975 (PL 94-142) and IDEA, the role of the school counselor has continued to evolve (Bowen & Glenn, 1998; Dunn & Baker, 2002; Milsom, 2002; Owens et al., 2011). The aforementioned laws require school counselors to provide services to students with disabilities and their parents, thus increasing the need for school counselor involvement with students who have been labeled as having special needs (Dunn & Baker, 2002; Owens et al., 2011). Findings by Studer and Quigney (2003) indicated that legal and ethical issues, participation in multidisciplinary pre-referral teams, and IEP development and review were among the top 10 activities involving school counselors. With the passage of IDEA, schools are now required to include students with disabilities within the school in the least restrictive environment through mainstreaming and inclusion. A greater population of students with disabilities within the regular education setting increases the likelihood of school counselor contact. An additional aspect of IDEA is that it requires transition planning for students in secondary schools. Therefore, it is logical for special educators to collaborate with school counselors when making such plans, as school counselors are trained in career and lifespan development (Milsom et al., 2007).

Students identified as needing special education services are estimated to account for 10-18% of the school population and are expected to increase (Dunn & Baker, 2002; McEachern, 2003). Schools are required to write IEPs for these students and implement appropriate supports and accommodations outlined in IEPs. School counselors are increasingly taking a greater role in the process of identifying students and developing IEPs, as well as implementing aspects of IEPs (Milsom et al., 2007; Owens et al., 2011). School counselors bring invaluable skills and knowledge such as understanding of group dynamics, facilitation of communication, awareness of community resources, and collaboration to IEP and pre-referral multidisciplinary teams (Milsom et al., 2007). School personnel roles and responsibilities within the team should be shared, in that the special educator should be viewed as the expert in content, while the school counselor should be viewed as the expert in process and transition services. School counselors also are equipped to make connections between student personal and social factors in relation to academic performance, which may come up in IEP meetings. Additionally, school counselors are viewed as leaders in the school and act as advocates for students, both directly and indirectly, and are therefore a notable asset to students and multidisciplinary teams (Owens et al., 2011).

In addition to legal responsibilities, school counselors also have a professional and ethical obligation to provide adequate direct and indirect services to students with special needs. Dunn and Baker (2002) stated that as members of multidisciplinary teams, school counselors are called upon to "engage in advocacy, consultation, diagnosis, assessment, development of delivery system, and provision of support services for students, parents and teachers" (p. 227). Therefore, it is clear that advocating and supporting students of all abilities in personal, social, academic and career domains are requirements for professional school counselors. Similarly, ASCA also supports professional and ethical guidelines concerning students with special needs.
ASCA Guidelines for Servicing Students with Special Needs
ASCA has delineated specific roles and responsibilities of school counselors regarding involvement with students identified as having special needs (Isaacs et al., 1998; Myers, 2005; Studer & Quigney, 2005). Roles may include many tasks, from serving on multidisciplinary teams to providing direct counseling services to students. School counselors are required to participate in the identification of students with disabilities by serving on screening teams and assisting in evaluation where appropriate. By serving as a member of the multidisciplinary team, the school counselor is able to provide input on planning and placement for identified students. For example, school counselors may assist with the preparation of IEPs by discussing student levels of functioning in academic, personal or social domains. The school counselor also may provide services such as consulting with outside agencies to coordinate supportive services for families and students. Additionally, for students identified within the school, school counselors may provide direct services such as individual and group counseling. These services must be consistent with services provided for all students, regardless of ability. Indirect services include consulting with personnel about identified students' educational and affective needs as well as developing and implementing professional trainings for staff working with exceptional students. Moreover, ASCA encourages school counselors to advocate for students with special needs in the school and community.

Changing school counselor roles and responsibilities are evident in the literature. Studer and Quigney (2003) examined professional school counselors' time regarding students with special needs. Among the top five activities performed were the following: (a) providing individual counseling, (b) meeting with administrators or supervisors about students with special needs, (c) utilizing problem-solving and conflict resolution techniques regarding students with special needs, (d) scheduling classes, programs and services, and (e) providing career counseling and education. The role of advocate is infused into many of these activities, which is viewed by both professionals in the field and ASCA as an essential function of school counselors (Milsom, 2006; Myers, 2005; Owens et al., 2011).

School counselors are in a position to advocate for students with special needs in a variety of ways, both directly and indirectly. Through active involvement in the appropriateness of educational planning during the IEP process, school counselors give these students a voice and work to facilitate an understanding of students with special needs among school personnel. Raising awareness and understanding about disabilities among professionals in the school as well as among parents and students is another imperative role, since students with special needs are often stigmatized, which can create negative experiences and barriers for them (Milsom, 2006; Scarborough & Deck, 1998). Through activities such as assessment of systems, programs, policies and attitudes, school counselors can better support students with special needs academically, personally and socially by working to shift negative school climates and perceptions (Bowen & Glenn, 1998; Milsom, 2006; Quigney & Studer, 1998; Scarborough & Deck, 1998). Implementation of programs for both school personnel and students aimed at examining self-awareness of bias, increasing sensitivity towards differences, accepting others, and positively supporting students with special needs can assist in adjusting attitudes as well as school climates (Milsom, 2006; Quigney & Studer, 1998; Scarborough & Deck, 1998).

Additionally, school counselors can directly support and advocate for students with special needs through providing individual and group counseling, as well as classroom-based lessons and interventions. Such initiatives should focus on the areas of development in tolerance and respect, empathy, self-esteem, anger management, diversity, cooperation, as well as other anti-bullying and character education themes such as citizenship, fairness and caring (Milsom, 2006; Milsom et al., 2007; Myers, 2005). School counselors also should begin to help students with special needs develop skills that encourage them to eventually become self-advocates (Owens et al., 2011). Progress monitoring, as outlined in the ASCA Model's management and accountability sections, should entail collecting and measuring data for the interventions previously mentioned in order to assess areas of effectiveness, need and improvement (Myers, 2005). Along with these emerging roles and shifts in school counselor responsibilities, there is added responsibility for counselor educators and counselor education programs to adjust accordingly.
School Counselor Education Programs and Students with Special Needs
Although involvement of school counselors in the special education process and interactions with students who have special needs is increasing, there are findings suggesting that counselor education programs are not adequately training future school counselors to deal with these changes (McEachern, 2003; Milsom & Akos, 2003; Nichter & Edmonson, 2005; Romano et al., 2009; Studer & Quigney, 2005). McEachern (2003) found that less than 40% of school counselor preparation programs required students to take coursework that included special education topics and subjects related to students with special needs. In other studies, results indicated that school counseling programs are inconsistent regarding coursework pertaining to special education and that more programs are infusing such content into already required classes instead of creating additional required special education classes (Milsom, 2002; Milsom & Akos, 2003; Studer & Quigney, 2005). However, the types of content, how it is infused, and to what extent have not been revealed or regulated. Despite the increase in coursework pertaining to special education from 28% to 40% and the infusion of special education content into coursework, training programs for school counselors continue to fail to address the needs of today's students (Korinek & Prillaman, 1992; Nichter & Edmonson, 2005; Studer & Quigney, 2005).

Coursework and experiences related to working with students with disabilities have been shown to correlate with school counselors' perceptions of their readiness to work with this population (Isaacs et al., 1998; Milsom, 2002; Milsom & Akos, 2003; Nichter & Edmonson, 2005). Several studies have indicated that school counseling programs are not thorough enough in providing training regarding special education issues and students with special needs (Dunn & Baker, 2002; Milsom, 2002; Nichter & Edmonson, 2005; Studer & Quigney, 2005). School counselors have indicated a desire for more training in supporting students with disabilities from programs before graduation. A study conducted by Studer and Quigney (2005) revealed that only 5.9% of ASCA members surveyed had completed one or more courses about special education in their graduate programs and that 59% had never completed a course or taken a workshop about special education. Participants indicated that they did not feel prepared to support students with special needs. Areas that were viewed as receiving little attention in training included the following: (a) participation in development and review of IEPs, (b) collaboration with special education and general education teachers, and (c) consultation with outside agencies or professionals. These areas are all are integral in educational programming and the success of students with special needs, and therefore should be addressed in school counselor preparation programs. A study conducted by Nichter and Edmonson (2005) produced similar results, indicating that 89% of counselors surveyed in Texas felt that more training in special education would help them feel more competent and prepared to work with this population. Topics reported as potentially helpful in additional training included the following: (a) special education law and legal issues, (b) disability characteristics, (c) techniques for working with students in special education, and (d) information about medication and side effects. Additionally, 82% of participants indicated that counselor education programs should require special education instruction. Counselor preparation programs appear to have similar concerns. Over 60% of counselor education programs, when surveyed by Korinek and Prillaman (1992), indicated needing adjustment in school counselor training requirements for their programs in order to increase student capability in working with special education requirements. Similarly, McEachern (2003) surveyed counselor educators at various universities and colleges across the country and 55% stated that their coursework needed improvements regarding providing special education curricula.

Several recommendations have been made to address the lack of special education coursework for school counselors. Studer and Quigney (2005) suggested that it may be advantageous for school counselors to enroll in a class designed for special education teachers in which essential information is taught about this population and the areas discussed above. Additionally, enrollment in a course with pre-service special education teachers would provide school counselors the opportunity to practice collaborating with teachers. Recommendations also have been made for school counseling programs to increase coursework covering the ASCA Model and strategies related to students with special needs (Isaacs et al., 1998; Milsom & Akos, 2003; Studer & Quigney, 2005). Similarly, it is recommended that school counselor preparation programs require experiences with exceptional students to increase competency and positive attitudes (Milsom & Akos, 2003; Studer & Quigney, 2005).
Recommendations: Infusing Special Education into the School Counseling Curriculum
Students being trained in counseling programs to become school counselors can build their knowledge and experience related to special education throughout their counselor education coursework. An integrative approach may be provided in which material about special education is infused into required studies (Studer & Quigney, 2005). However, coursework must be organized and comprehensive across all courses in the program, including core courses and those specifically designed for school counseling students. Courses that lend themselves to infusion of special education activities and assignments include the following: learning and development, career, group, ethics, theories, multiculturalism, techniques, assessment, practicum and internship, as well as courses specifically designed for school counselors like introduction to school counseling or a leadership and advocacy course. Infusing activities will be discussed in depth below, and requires creativity and flexibility on the part of counselor educators in the field. Assignments and teaching styles may need to be adjusted to incorporate special education material into the standard counseling curriculum. It should be noted that when training school counselors in special education concerns, a combination of requiring specific disability coursework in conjunction with infusing such information into existing coursework is more effective (Milsom & Akos, 2003). Designing such a course is beyond the scope of this article; therefore, suggestions for infusing special education material into existing courses required by CACREP will be discussed.
Course Assignments Related to Special Education
Counselor educators can adjust class requirements for assignments to include aspects of special education. For example, students could compare and contrast typical child development and its implications regarding specific disability categories for children. School counseling students also could locate a specific student with special needs and formulate a case study about that child in which various aspects of developmental and learning theory would be identified. Assignments for a career course could require students to identify considerations for children with special needs when applying career theories and engaging in career planning (e.g., closely analyzing strengths and needs to align with viable career options when applying Holland's approach). Students would then design a career exploration activity with these considerations for a student with special needs in mind. When completing an assignment such as group counseling planning, students could design a group for children with special needs. The group would address specific issues that these children face and for which they may need support (e.g., self-esteem), and include appropriate activities that would be accessible for the children involved (e.g., for activities that require reading or writing, replace the language with pictures, or create activities based on reading ability). Additionally, school counseling students could design a group and discuss how they would make accommodations for students with special needs in a group consisting of regular and special education students (e.g., pairing students for activities or reading content aloud to the group). Likewise, when completing an assignment for a school counselor course, such as developing a classroom guidance lesson, school counseling students could learn about accommodations similar to those discussed above that would ensure that all students could fully participate to their ability level.

Laws and ethical issues surrounding special education can be addressed in a professional issues class, ethics course or course specific to school counselors through the discussion of case studies and scenarios. The cases used should depict various school counseling ethical and legal dilemmas involving students with special needs (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.

The experiences outlined above might help school counseling students become more sensitive to the needs and issues faced by individuals with special needs and might reinforce the need for advocacy in school counseling. Advocacy for students with special needs could be explored by requiring counseling students to take part in activities run by community groups for special populations, or to design a workshop presentation for school staff that raises awareness about disabilities, discrimination and attitudes. School counseling students also could work with a school counselor to develop a disability awareness week for the school that included activities such as a pep rally, guest speakers and classroom guidance lessons. Additionally, students could observe a school counselor during the transition planning process, attend a transition meeting and develop a transition plan as part of career course requirements. During this process they would be required to reflect upon how the school counselor acted as an advocate for the student.

Specific school counseling coursework and practicum and internship experiences also provide many opportunities for infusing the activities described above as well as others that will be discussed. Students involved in courses specific to school counseling could be required to observe a school counselor for a day and interview him or her about daily requirements involving special education, experiences with special education and suggestions for working with this population. Students should be required to attend a multidisciplinary team meeting and discuss the IEP process with a special educator or job shadow various special educators who serve students with different disability levels and categories. Requiring school counseling students to gain experiences during their practicum and internship with special-needs students should be a priority in school counselor training. These experiences provide an opportunity for school counseling students to interact with children in special education, while supervision is provided to effectively address issues that may be faced by this population (Milsom & Akos, 2003). Students should be required to log an established number of direct and indirect hours in which they are involved in the special education services that have been discussed throughout this article. Completion of a log, along with journal entries in which students reflect upon their experiences, could be used as a portfolio assessment upon graduation. Similarly, this documentation might be used for gatekeeping purposes or to measure student development in competency with special education and as a future school counselor.
Conclusion and Recommendations
Lack of coursework and experiences in special education can result in school counselors' limited self-efficacy, feelings of frustration and anxiety, erosion in morale, and interference with other counseling duties (Romano et al., 2009). Therefore, in an effort to unify the field and produce more confident and competent school counselors, it is imperative that school counselor education programs collaboratively reexamine, regulate, and redefine program requirements. Today, school counselors not only need a solid knowledge base, but also need to be given opportunities to develop skills involved in collaboration, referral, advocacy, problem-solving, team-building, leadership and working directly with students who have been identified as having special needs (Bowen & Glenn, 1998; Dunn & Baker, 2002).

As suggested by Milsom and Akos (2003), providing a combination of practical experience with coursework related to special education appears to be the most effective way to prepare future school counselors. It is in the best interest of future school counselors, as well as the students they will serve, to offer support and supervision during such experiences as they complete their programs (Korinek & Prillaman, 1992). If the professionals in school counseling would like to grow and develop in a way that is consistent with the state of the educational system today and beyond, then it is clear that changes in training at the counselor education level must be made. Additionally, more research must be done to assess present trends in school counselor education programs and preparedness of practicing school counselors regarding special education. Research in this area would be useful in examining what improvements have been made, if any, and where adjustments need to be made in school counseling coursework. This article sought to provide specific recommendations to support change by outlining ways that counselor educators can incorporate special education training throughout their curricula. Including special education in counselor education programs must become a priority that is consistent across training institutions. This shift in counseling program requirements not only works to ensure adequate training for future school counselors, but also to provide exceptional services and support that special-needs children need and deserve.
Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References
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Jennifer Geddes Hall, NCC, is a doctoral candidate at the University of North Carolina-Charlotte. Correspondence may be addressed to Jennifer Geddes Hall, College of Education Suite 241, 920 University City Boulevard, Charlotte, NC 28223, jgeddes@uncc.edu.

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The School Counselor and Special Education: Aligning Training With Practice

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Jennifer Geddes Hall The intent of this article is to discuss the importance of training school counselors in providing adequate services to students with special needs, as mandated by special education law and supported by school counseling standards created by the American School Counselor Association (ASCA).

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Step 2- Exploration Option 3b-Trending Headlines

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Step 2- Exploration Option 3b-Trending Headlines

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Meeting the needs of all groups of special population students to create equal accessibility is an legal and ethical trend in the media.

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Dive Brief:

When preparing students in K-12 special education programs for the transition from high school to careers or higher education, it must be done in a way in which students won't notice the upheaval in their lives - which can be achieved via internships or coursework at a community college, David Test, a professor of special education at the University of North Carolina at Charlotte, tells District Administration.

Students are now more involved in planning their individualized education programs (IEPs) so the post-graduation transition mirrors their interests and goals, and administrators are working more closely with outside employers to ensure a smoother entry to life after graduation.

The 2008 recession took a toll on these transitional programs, but funding has finally rebounded, with some examples including a partnership between Boston Public Schools and Roxbury Community College called " Knowledge. Enrichment. Engagement.," which teaches soft skills like time management that can be particularly difficult for students with special needs. Another program, at Cleveland County Schools in North Carolina, provides coursework that includes all the requirements needed to obtain a high school diploma in that state, along with soft skills training.

Though they aren't often spotlighted in college and career readiness conversations, special education services are critical components of what public school districts offer the community. And failure to be on par with these offerings can also have legal ramifications under the Individuals with Disabilities Education Act.

When it comes to preparing for college and career readiness, these students need at least the same level of support as their peers - even if it's modified. And, in part because of the Higher Education Opportunity Act, colleges have expanded options for career, academic and skills-related college programs. Universities often have options catered to students with special needs, and some community colleges also provide training for specific occupations including medical assistance, computer programming and criminal justice.

Special education students graduate high school in lower numbers than their peers: During the 2015-16 school year, the nation's public high school graduation rate was 65.5% for students with disabilities, compared to 84.1% for the total student population. Preparing for a post-graduate transition is important for any student, and for those with disabilities, a clearer, more structured path can help prevent any hurdles they could face after getting their diplomas.

Regardless of whether students transition into college or the workforce, s chools should he effort is worth it: these students often have high IQs and can flourish after high school be on the lookout for programs - at either the local, state or national level - that support those with disabilities beyond their high school graduation. And t if given the proper support. Schools should measure students' interests, help them set goals and provide appropriate support for the next stage by helping them make a post-high school plan.

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Don't overlook special ed students in college, career readiness planning

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When preparing students in K-12 special education programs for the transition from high school to careers or higher education, it must be done in a way in which students won't notice the upheaval in their lives - which can be achieved via internships or coursework at a community college, David Test, a professor of special education at the University of North Carolina at Charlotte, tells District Administration.

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School Counselors: Key Stakeholders Helping Underserved Students to Be Career Ready

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Step 3- One Ethical and Legal Focus Area

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Step 3- One Ethical and Legal Focus Area

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I would like to focus and learn more about how counselors can meet the needs off all students, including underserved and at-risk populations. Counselors have an ethic and legal obligation to assure contribute to a safe, respectful, nondiscriminatory
school environment in which all members of the school community demonstrate respect and civility. I want to assure that as a future school counselor, I am recognizing the strengths of all students and understanding their difference. All students in the school should have equal access to opportunities to learn and grow academically, socially, and emotionally. Focusing and learning laws about special at-risk populations can assure I am meeting the needs of all students.