Introduction to Special Education Summer 2022 by LR Martin https://padlet.com/luciarq_martin/kvopbnzsabe444i en-us 2022-05-18 21:15:24 UTC 2023-05-23 15:32:49 UTC hello@padlet.com Response from Nicole B. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2209600539 It was especially interesting to hear the students' perspective on the challenge of staying organized. I never consider that for elementary students, this includes lining up for lunch without an issue, or packing your bag at the end of the day. Organization skills can help students in every academic area, so this is an important focus for students who have this challenge. Just as academic challenges, once students master staying organized at one grade level, there will be new demand the following year that needs to be addressed. I would emphasize to students that you can never be too organized so they understand that this is a skill that everyone is constantly working on. ]]> 2022-06-03 01:04:42 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2209600539 Response by Jaysalee https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2209624187 Working at schools, I have seen firsthand how so many people try to implement strategies to help without consulting the people who are affected. These videos gave an inside perspective directly from the source. There is no better way to efficiently assist students than to get their perspective on what best works for them. As much as we try to imagine the challenges our students face, there is no way we will ever know exactly what it is like to struggle through it and hearing the testimonies of the children in these videos only further reinforces that. 

]]> 2022-06-03 01:24:10 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2209624187 Response by Caroline https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210336006 Listening to the challenges that these children face from their own voices and experiences was extremely eye-opening. It was particularly surprising to hear about how these challenges affect their social emotional growth and peer relationships. As well, I think it is important to note that all these children spoke about their support systems and how those play a large role in overcoming these challenges. Being connected with the correct resources, communicating to parents, and collaborating as a team in order to figure out how to best help or support a child is extremely important. I also think that being educated on each of these challenges and creating a mental tool box of techniques, strategies, and skills to provide children is so critical in helping them to succeed. Overall, these videos provided me insight into how these challenges affect children not only academically, but also affects their self-esteem and peer relationships. So, it will be important to remind these children that they are not any less than their peers and we can help them to succeed by providing them support.]]> 2022-06-03 15:50:39 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210336006 Lindsey M. Response https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210372211 From my experience working in all school levels, I often think that students are left out of the conversation when it comes to the challenges they face. Specifically, in the 504/IEP world most of the conversations surrounding these students happen amongst adults in regards to the student’s behaviors and challenges and how to support the student. Through Your Child’s Eyes allows both parents and professionals to gain a better understanding about how the child views their challenges, how they feel about it, and what works and does not work for them. I think this is incredibly important for educators and parents to seek out in order to include the child in the conversation and to help them learn to advocate for themselves. Specifically, I was interested in the viewpoints of Noah (11th grade) and Julia (2nd grade) in regards to their attention challenges. While they both were developmentally different, they had a lot of similarities in how they felt- they both experienced moments of being embarrassed and feeling isolated, and both used some sort of physical movement in order to focus. Dr. Halloway also had some great suggestions for educators and parents. For instance, learning about a child's strengths and passions instead of only focusing on their challenges. Additionally, looking at their challenge as a strength in that they have the ability to see things differently. An overarching theme here was that adults need to take an active, supportive, and personal role in these student’s lives in order to help them channel their energy into something productive. ]]> 2022-06-03 16:32:57 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210372211 Comparison tarabeugel https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210416267 In several of the videos, the kids compared themselves to others. They felt like they were too slow and fell behind. Other students noticed that they don't understand concepts and it makes them feel stupid. Some kids call other hurtful names.

In so many of the stories, the kids talked about that one person who helped them. They shared little things they did, like using dots for adding, or having a fidget toy for a child who is having trouble focusing. 

One child said that she was in "la la land" when she got called on. Another kid was asked to read aloud and froze. As a teacher, I would always call on kids to get them to pay attention and to asses their level of understanding. I stopped doing that because I know it put them on the spot, and if they don't know, they can be embarrassed. I do not want to make any child embarrassed. I always help them when I call on them randomly, but I think it hurts my relationship with the kids. I am not sure where I stand on this anymore. However, these children shared how hard it is to get called on. ]]> 2022-06-03 17:25:13 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210416267 Freddy C. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210938926 I was interested to hear what the older students had to say mostly because they have gone through these experiences a lot longer, of course. One very common theme that I noted with the students in the videos was their perception of their struggles and their self-esteem. As well as that feeling of not being understood by others. 

Working in an elementary school I feel like I see a lot of the beginning stages of the support systems for children who experience similar challenges. So, comparing it to the older students in these videos gives me a bit more hope that the younger children can hopefully get the support they need. Seeing how they talked about what has helped them the most, like doing push ups while repeating a word, showed me that there is no single way to support students.  ]]> 2022-06-04 15:22:17 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2210938926 Ginnie's Response https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211327609 Understood.org is a fantastic resource for parents and special educators. I have worked as an additional assistant in special education for three years, and in the eyes of the children in these videos, I saw some of the wonderful high schoolers I have worked with. Because the position does not require any formal training, or even college credit (it should!), I entered the positon completely blind to what it means to work with children who struggle in these areas. 

I feel as though I have learned the most from the attention and organizational challenge videos. Of course, I have worked with a number of children with reading, writing, and math challenges as well, but I feel as though there is somewhat of a stigma for children with attention and organizational challenges; it’s almost as though if they don’t fit under a specified learning disability, they simply aren’t trying hard enough. I’ve heard many teachers I have worked with tell students with ADHD to pay closer attention, but never tell the students with dyslexia to try harder to read. They seem to be more than willing to give extra time to those who are paralyzed with fear when staring at a math problem, but never those who are fidgeting and “distracting their peers” when they “should have been focusing.” 

In the attention challenges videos, I found it very interesting that both Kendall (4th grade) and Noah (11th grade) described the experience of having ADHD as your body literally being split in half, at “warfare with yourself.” That statement gave me chills; I thought of one student I work with who tends to laugh off her ADHD as her peers tease her and her teachers nag her. I have also been guilty of calling her out, “Come on Emma, focus!” I now wonder how that must truly feel for her…is she as tortured by this as Kendall and Noah? Dr. Hallowell shared several beautiful analogies for understanding and empathisizing with these students, but my personal favorite was that their “mind is a powerful racecar, but with bicycle brakes.” I look forward to sharing this with some of my teacher colleagues in general ed!


]]> 2022-06-05 13:06:59 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211327609 Allie Herold https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211447117 What struck me the most about these videos was the drastic shift in students’ mannerism and way of being when they described how it felt when they got what they needed to overcome their difficulties. For instance, watching Jade (8th grade) light up with excitement describing how she was finally able to learn to read in a way that works for her needs was like night and day compared to how she was while describing her difficulties and the experience of being embarrassed and ridiculed due to her reading level. It reminded me of the exercise in class when we discussed times we felt genuinely included as opposed to excluded. 

These videos were especially helpful as someone who has not worked in a school setting before. I recall my experience as a student being frustrated or impatient with others who were not keeping up with the material as well as I could, so these videos were an effective way for me to reflect on those feelings I had as a kid and build empathy as an adult who will be working with these kids in the future. I can see how this is a good resource for helping parents, teachers, or even other students to understand the perspectives of students with disabilities.]]> 2022-06-05 17:31:27 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211447117 Maggie Malone https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211452410 I really enjoyed gaining the perspective of what different learning disabilities can look like. I particularly enjoyed the videos of the students discussing their organization challenges. A second grader named Stephen discusses his challenges with multi-step directions and his embarrassment with feeling disorganized. This is important because as a second grader, Stephen needs structure and his difficulties with organization can lead to disadvantages inside and outside of school. I also found it interesting to learn about the struggles of a young child compared to a student who is older, which can be learned through watching Gabby's video. Gabby is a 9th grader who describes feeling like no one understands her and that she "has stuff everywhere and can't organize her thoughts." As counselors, it is important to understand how having difficulties with organization can affect student's learning based on their grade level. For Stephen, his challenges with organization pose different setbacks than the challenges faced by Gabby. As counselors, we need to understand these differences to tailor resources to the unique needs of each student, as well as resources based on student's developmental level and needs. ]]> 2022-06-05 17:43:34 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211452410 Allison Hughes - Through Your Children's Eyes Response https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211483776 When watching these videos, I focused a lot of my attention on the videos discussing what it is like for a child to struggle with attention challenges. I focused on this because I struggle with this myself and I work with a lot of students who have difficulty focusing. 
I loved the metaphor used by Hallowell when discussing children with difficulty focusing – their “brains are like race cars with bicycle breaks.” Hallowell then states that we need to help these children find the proper breaks for their race cars so that they can channel the energy they have in productive ways. Hallowell’s focus on not fixing the way kids think but instead helping them have more self-control is an important point- we are not changing kids, but instead giving them the support and scaffolding they need to be successful. The kids echo a similar sentiment in their stories- they all express that their attention isn’t something they can actively control, and often struggle day to day to with themselves to try to pay attention in school. They need those breaks to be able to focus their energy.
It was also interesting to see the different ways students talked about their attention challenges. Julia, who is in second grade, describes it as going to “lala land” in her head. Kendall in 4th grade talks about not being able to control her body, while Noah in 11th grade talks about fidgeting and making noises. This shows the different ways attention challenges can manifest- in physical ways such as movement and noise, and not physical ways such as daydreaming. There is also an emphasis on the isolation that these kids feel – their parents and teachers wonder why they can’t control themselves, and they’re isolated by their peers. This is an important thing to note as we work with these students as school counselors – we want to create an environment where these students feel supported and included rather than isolated for the challenges they deal with.
Lastly, I enjoyed learning about the strategies these children learned to help focus. Julia discussed how doing an activity like doodling helped her focus more in class.  Oftentimes when children aren’t “actively listening” – looking at you, silent, still, sitting – we assume they’re not listening at all. A shift in perspective can help these children. We need to realize that sometimes students need the freedom to create a successful environment for themselves, even if that environment is not what we would consider the “right” way for students to learn.
]]> 2022-06-05 18:51:24 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211483776 Tina Ramirez-Holmes - Learning and attention challenges kids face https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211510311 While I watched the videos, I continually found myself saying, "wow I never thought of it that way... that sounds really challenging!" For example, one of the students who said she faced math challenges said she regularly forgot what specific symbols meant and how they are to be used. I can only imagine how frustrating that could be. One of the things she shared was that a strategy she uses is getting one on one help and asking for help a lot in class. I imagine even though she is advocating for herself, that has got to be difficult because she may be concerned about what her peers think of her. I am curious about where this strategy came from and as a school counselor it could be really helpful to offer a space to process these learning challenges that some students have. 

I have taught in a middle school for a while now and a common concern teachers have are with students who have difficulties paying attention. I have witnessed and I am guilty of getting frustrated with students who have difficulty paying attention because I had viewed them as purposely getting others off task because they were bored, when that wasn't the case at all. Something I want to do as a school counselor is make sure to check in with teachers of those students who have trouble paying attention for long periods of time so that we can brainstorm feasible solutions to help the child learn, for the teacher to have a positive relationship with the student, and to make sure the student has positive relations with their peers.]]> 2022-06-05 19:53:51 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211510311 Carly Okeson's Response https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211580270 Watching videos of multiple children with learning disabilities was very interesting and eye opening for me. I think it is important to hear stories from children themselves and things that help them. This way, as teachers, counselors, or school staff, we are able to implement ways to assist these children so that they have the most beneficial learning experience. For me, I enjoyed listening to the children who experience attention challenges. I think it is easy for a student to be looked at as "not paying attention", or "falling behind" in school on purpose. However, that is not the case and hearing it from a student themself puts it into perspective on how they cannot help it. Letting children have a voice is something I think is important moving forward in educational environments. ]]> 2022-06-05 23:08:34 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211580270 Madi Borchardt Response https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211647700 There are many things we take for granted in our lives that others struggle with. The skills that are expected to succeed in our world make it incredibly challenging for anybody who is different to any semblance of "success" and independence. While we are working towards more inclusion there are so many hurdles for people with disabilities to jump through just to complete basic tasks or live their own independent lives. The reality of an inclusive world is that everybody will benefit from it. 

Many of the children in the videos struggle with more "invisible" disabilities such as ADHD, dyscalculia, dyslexia, etc. These are harder to diagnose than a more visible disability which can result in a child not getting the support they need sooner or the child feeling shame for being different than their peers and not knowing why. Many of the students reported feeling frustrated the they just "weren't smart enough" or "weren't fast enough" when in reality the world we have tried to force them to fit into wasn't accommodating for differences. A lack of resources can result in a child with a distaste for learning, socializing, or trying new things. It's more than being bad at math or having a hard time listening to the teacher, the students are building a distrust in the system that is lifting up their typical peers and leaving them behind. The way children changes their demeanor, their attitudes, their work ethic when they proper supports are put in place is the difference between a child that feels cared for and the one who feels ostracized for something they cant control. Every student can benefit from a system that recognizes differences as a feature of human existence that is inevitable and wholly beautiful. ]]> 2022-06-06 01:29:54 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211647700 Kayla Seibel Response https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211711306 As a preschool teacher with no experience in secondary education, I really appreciated the age/grade differences these videos offered.

As teachers, we try hard to catch 'invisible' disabilities without over-identifying them. How scary and alone it must feel for a child to think they are different because they are not working at the same pace as their peers. These videos were a great reminder for me, as a teacher, to stop. listen. and ask questions. 

I think that is the most important thing to do, as a teacher and future school counselor, to bring children struggling with an 'invisible' disability out of the shadows and into the light of resources, help, and understanding. ]]> 2022-06-06 03:01:09 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2211711306 Karen P. Reflection https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212296395 In viewing the "Through Your Child's Eyes" video resources, one phrase from the interview with Noah, 11th Grade captured my attention and has stayed with me long after viewing the video: "Having attention issues is like having warfare with yourself." He went on to describe his experiences with focus and concentration and describes how behaviors that could be seen and interpreted one way were actually how he was experiencing a conflict between body and mind. Later, he went on to tap into his deep self-knowledge and transform many of these behaviors into coping mechanisms, such as doing push-ups while studying Latin. Throughout this videos - and really all of the videos in this series - I was continually struck by how I may have seen that behavior before, but never thought about it in the same way that the student described it. The videos were really eye-opening and reminded me of the importance of taking the time to slow down, talk through, and process through a students' experience in order to fully understand their perspective as well as engaging them in finding solutions. 

My first internship experience in a high school brought to my attention many of the challenges that Noah described, as well as the organizational challenges illuminated by  Gabby, 9th Grade.  I loved how Gabby was also able to not only master an organizational system that enabled her to be successful but also empowered her to teach others! This got me thinking about ways, as a school counselor, to continue to foster this type of peer-to-peer sharing to encourage and empower the students and also foster peer relationships that can serve as an additional protective factor. Through academic check-ins with 9th graders, I heard a lot of similar challenges around organization and focus and am now inspired to think about not only individual meetings, but how to organize small group interventions as well. I also think that the students I met with could have benefitted from viewing these videos to confirm that they are not alone and to provide them with more words and concepts to describe their experience as well as strategies that could be helpful to them as well. Really excellent and informative video series!]]> 2022-06-06 14:42:31 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212296395 Abby Doyle Reflection https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212353186 Watching the video testimonies from different students really solidified the themes brought up in the other readings/resources from this week. One of the phrases that stuck out to me from the informational videos was "They're not disabled, their abilities are mismatched with their environment." This idea stuck with me because it shifted the focus from the person to how is their environment not serving them. Getting to look "through your child's eyes" supported this notion by emphasizing the need to analyze accessibility within the school environment and how we are supporting students in the classroom. Students want to succeed, they want to learn, and they want to grow. The stress and frustration that comes when they feel like they cannot access things was apparent throughout the testimonies. Students described feeling "stressed" "weird" and even "stupid." When given simple tools and strategies that support their learning, students described their learning experience in much more positive terms. As a future counselor, it's important for me to understand the different struggles students may face and learn ways to be an advocate for their success.]]> 2022-06-06 15:29:05 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212353186 Rachel S. Reflection https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212438686 After watching these video testimonies, I really got a sense for how students actually feel in these situations. It also confirms my suspicions of having similar struggles that were never supported when I was in school. I have so much empathy for these students and now realize even more that the struggles don't just affect their grades or school life, but other aspects of life too. One girl, Merrill in 5t grade, mentioned "Now everybody knew how to read, except me. And now everybody knew how to make friends, except me." This quote really portrays how much impact having different abilities truly have. Even in elementary school, children can be cruel and judgmental just because someone isn't exactly like them. This can create mental health, social and other struggles that will only make matters worse for the student. From these videos it is clear that students are eager to learn, want to understand and want to succeed. Giving students a full toolbox of supports they can use is the best way to ensure confidence and success with students! As a future school counselor I'm excited to be equipped with these tools to best support my students. ]]> 2022-06-06 16:40:59 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212438686 Jayda Lawlah Reflection https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212505072 Watching the videos helped me to see how learning challenges overlap with other challenges students with disabilities may face. It broke my heart to hear how many of the students felt isolated, were bullied by their peers, or told themselves they were dumb. These videos also showed just how important it is for us as school counselors, along with parents, teachers and other adults in students' lives to advocate for them and provide the tools and resources they need to allow them to thrive. In all of the videos I watched, each student mentioned at least one adult in their life who believed in them and provided resources or learning strategies for them, showing the importance of students having an advocate in their corner. I also loved hearing each student at the end of their video talk about a time when they overcame a challenge or successfully completed an assignment. Every student is capable of achieving amazing things, they just need equitable access to the supports they need to get there.]]> 2022-06-06 17:40:17 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212505072 Whitney Webre https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212576727 I was a little worried that these videos were going to be an unrelenting assault of sadness, and was very pleasantly surprised when they were not. As a teacher, I heard students say many of the self deprecating things that the kids in these videos said. It was refreshing to hear them talk about how it felt to be able to do the work. Hearing from students at a variety of grade levels is a reminder that the opportunty for profound change can happen at any time. It seemed as if the biggest factor for all of these students was having adults in the school who believed in them enough to help them believe in themselves. I also noticed quite a few of the older students improved when they were able to ask for help. For my future work, it was helpful to remember that I need to foster an environment where the adults believe in all of the kids and that I help the kids learn to advocate for themselves when they need help.]]> 2022-06-06 18:53:21 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212576727 Laura Frey https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212807328 One of my biggest takeaways from these videos was the impact of learning difficulties on students' self-esteem and social relationships. So many of the videos discussed the internal feelings that students experience, such as frustration or a belief that they are dumb, as well as external implications, such as other students thinking that they must be stupid or not wanting to be friends with them. I think that this is extremely important for us to keep in mind as counselors, since our job is not only to address academics with students, but also their social emotional health. It is imperative that we understand the connection between these different domains in terms of the way a learning difficulty can impact both. ]]> 2022-06-07 00:29:10 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212807328 Chris Kinling https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212931265 It was difficult to hear how socially isolating these challenges can be for students. Each student provided a synopsis of their struggles and how they felt that they were attempting to overcome them alone, without the support of friends, family or teachers. It reminded me that when working with a student who is having difficulty in school, either academically or socially, I have to assume that they are doing their best to meet expectations and provide them with and advocate for the necessary supports to help them succeed. Many of the students mentioned one important person in their life who believed in them and gave them the necessary tools to overcome their difficulties, reinforcing the idea that a school counselor can have a big impact on student outcomes. The videos also touched on how important it is to correctly identify these challenges early in a student's academic career to allow for proper accommodations and to prevent the student from internalizing the external feedback they are receiving regarding their challenges. It is also vital to involve all members of the student's support system, an act of collaboration that could be lead by the school counselor. ]]> 2022-06-07 02:21:37 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2212931265 Rachael Bull https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2214017794 Going through this section watching the videos, brought back memories of school for me. I could relate to the children that expresses feeling isolated or made fun of for their disabilities. I have dyscalculia and I was always the last person to finish math test, run out of time on a test, or need extra help because i just couldn't comprehend how to do a math problem. As a child, it feels embarrassing and their wasn't much awareness of the disability when I was in school so it made it even worse cause I didn't understand why I was different. I'm s glad there is more awareness and understanding of different learning disabilities nowadays. In my practicum, I worked with many student's who had learning disabilities and seeing all the help they receive was heartwarming. I was so happy to see what schools are doing for children with learning disabilities in order to help them succeed. Of course there is a lot more we can do and that's where us school counselors come into play. Hearing the stories of each child was both heart breaking but also heart melting as they discussed ways they overcame challenges.]]> 2022-06-07 19:25:07 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2214017794 Jaysalee Ferrer- De Los Santos https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2214989406 It seems that many of the legal structures and mandates for serving students with disabilities focus on the obligation of meeting the amplified needs of students with disabilities, but not so much on the execution. As school counselors, it seems that our role falls in the execution stage of these laws. We are to be advocates for, allies to, and liaisons for all stakeholders.

]]> 2022-06-08 13:24:55 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2214989406 Caroline Von Neida https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2215230750 It seems that the main focus of school counselors in the legal structures and mandates is to ensure that the student/family is best supported in all areas. The school counselor is advocating for students/parents throughout the evaluation process, but also when creating a respectful and safe school environment. We are creating equal opportunities for all students and addressing any signs of discrimination within our school. As well, we continue to create strong supports for the student/parent by collaborating with school staff members and collecting data or information throughout the evaluation process. Thus, creating the best and most supportive intervention, as well as environment for each student to succeed within our school.]]> 2022-06-08 16:51:31 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2215230750 Rachel S. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2215245765 There is specific legislation in place in order to ensure SWD receive free and appropriate public education in the least restrictive environment, which creates the most access and areas for support for our students. although these acts support SWD, there aren't specifics when it comes to who has to fulfill these duties. Over time, we as counselors have adopted these duties. ASCA states that although we aren't solely responsible for this, we are a big part. Currently, we fit into this process by implementing the necessary supports and ensuring each student is looked at and supported as an individual. It is the schools responsibility to implement legislation like IDEA and 504, but it increasingly has become more of a school counselor's role. More over, counselors main role is to support and advocate for the student, family and community while creating an equitable school environment for all students, family, community members and stakeholders. ]]> 2022-06-08 17:07:05 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2215245765 Carly Okeson https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2216811703 After viewing all of this weeks modules and seeing the legal structures for serving SWDs, as a future school counselor I think it is important to be informed and educated on all systems. Because school counselors are in the role of communicating with family members, teachers, and the student, we need to be well aware of every IEP, 504 plan, accommodation, etc. that a student has or needs. I think that for a parent to sit through (for example) and IEP meeting, that may be intimidating and confusing for them in the moment. As a counselor, to be able to encourage continuous involvement and explain things further in a different setting would be very beneficial for the family as well as the student. Keeping open communication with the teachers and inputting ideas for lessons and plans seems to be very important as the counselor also. ]]> 2022-06-09 23:45:53 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2216811703 Allison Hughes https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2217756114 Schools are required to provide specialized services to students with disabilities (SWD). These specialized services are given after a multi-step process occurs to determine a student's disability and if that disability is eligible for an individualized education plan or a 504. The school must then provide accommodations as outlined in these plans to the student.

The role of the school counselor is not to determine eligibility, create plans, or run meetings. Rather, the school counselor provides their own unique and essential services to SWDS. 

The school counselor must work to provide advocacy for the students and families as they are going through the referral process. This can be through giving information on what the process is like and assisting with the collection of observation data. The school counselor may also provide their own observation data if they work closely with that student.

After a student is given the appropriate plan, our job is continued advocacy for the implementation of that plan, supporting the plan as it may be outlined for us to do so (i.e. if counseling is in the plan), and supporting students and parents.]]> 2022-06-10 18:35:08 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2217756114 Ginnie Childress https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218361118 As I worked through this week’s module, I noticed a recurring pattern regarding the role of the school counselor in special education: advocacy. Whether we are implementing our comprehensive program, helping develop a response to intervention, or sitting on an IEP team, it is our job to see that a SWD’s needs are met and advocated for. Based on what I have learned about school counseling so far, I figured we would be advocating for them through counseling and guidance lessons, but I found the IEP section especially helpful; I had wondered how we would be of best use in an IEP meeting. I like the suggestion of slowing the process down through summarization to make sure that the parents and student fully understand everything that’s going on. A very subtle way to advocate for them, but a powerful one! It is also important that we help to foster an environment of genuine inclusion to advocate for SWD’s to the school community. ]]> 2022-06-12 01:45:32 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218361118 Kayla Seibel https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218399349 Through our classroom discussion, readings, and module information I noticed a defined emphasis on listening, advocating, and supporting. It is important to listen to the students we help to best serve them. Through inclusion, policy change, and/or classroom support. I feel like that is how a school counselor 'fits' into the mandates and structures. We are the voice and support for students with disabilities. ]]> 2022-06-12 04:26:49 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218399349 Freddy C. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218679773 A school counselor has such big role to embrace when it comes to SWD's. Just as we must do with our other students, we have to take on the role of advocating and supporting our SWD's and their families as much as we can. We have to listen carefully to what students say and note how they feel as well as listening to their parents. We become part of the legal structures and mandates as a system and work to support our students every step of the way. Sitting through the developing process before the evaluation, during the evaluation, and after is critical. Following up with teachers and the proper team members to make sure our students are being accommodated as they should be. As well as providing the proper resources to staff if they aren't sure on how to support the students. We are such an important piece of the system and we have to make sure to follow through with it as best as we can.

]]> 2022-06-12 17:21:25 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218679773 Allie Herold https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218711832 School counselors have a duty to support all students, and thus they play an integral role in supporting students with disabilities. Within the law, the school counselor's role is not explicitly mandated to perform such actions, but the nature of the position (as well as ethical standards) necessitate that school counselors are active participants in the process of supporting students with disabilities (IEPs and 504s). It seems that counselors are best positioned to SUPPORT the execution of these laws and mandates, but not necessarily be IN CHARGE of managing cases or writing plans. Counselors should be active members of a multidisciplinary team that help to identify students who need additional support, provide related services with them or on their behalf, and advocate for their equal opportunity for an education. But often it seems school counselors perform inappropriate administrative duties that can jeopardize their role with students, teachers, and families, as well as take time away from providing a comprehensive school counseling program.]]> 2022-06-12 18:38:18 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218711832 Lindsay Wolfe lindsaywolfe94 https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218740595 Watching through the reading videos, I was surprised how much I resonated with some of them. I have always struggled with pronouncing words and when I was in elementary school I saw the speech-language pathologist at the school. Even as an adult there are times I dread reading in front of others because I am worried there may be a word that I struggle to say. I thought this was interesting because I never viewed this as a disability growing up and just thought that it was something that I struggled with. I also never knew I had an IEP for this in elementary school or that I received accommodations. I think that giving students the tools at a young age to be able to understand their disability and empower them can go a long way in building a child's confidence and help prevent it from holding them back in the future. This was something I have had to explore and educate myself on as an adult and as a school counselor and I think it would have benefited me if someone had explained some of this to me when I was younger. I also think that it is very beneficial having videos for various disabilities at various ages where you can hear different experiences and perspectives. I think it would help many of my students, their parents, and our teachers if they were able to watch videos like this so that they can build a better understanding as well as feel less alone. ]]> 2022-06-12 19:48:16 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218740595 Lindsay Wolfe lindsaywolfe94 https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218773105 As a school counselor it was reassuring to read through the resources and feel like I am on track with fulfilling my role in supporting students with disabilities. While legally we are not responsible for the the special education process, we play a huge role in supporting ALL students academically, social-emotionally, and with their college and career. A big way that we do this is by advocating for students both in and outside of the classroom. This may look like providing teachers with reminders of accommodations a student receives, providing staff and families with resources so that they can better understand a student's disability, or educating students on their rights and helping them find tools to be successful. While IEP's and 504's are essential for many of our students to have equitable access to learning, helping them be successful goes far beyond them having a legal document. We also play an essential role in providing information to both identify and accommodate a student who may be slipping through the cracks and going unidentified as having a disability since we work with ALL students at our schools. ]]> 2022-06-12 21:21:07 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218773105 Laura Frey https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218787445 It seems that in some ways, the school counselor's role in working with students with disabilities is still being explored and defined in our profession. While ASCA and other governing bodies advocate for school counselors as resources, advocates, and supports in the special education realm, many districts continue to rely on counselors to take a larger role, particularly when it comes to 504s. I know that in the county that I currently teach in, counselors are the default case managers for students with 504s - the only exception being students with strictly health concerns that are case managed by the school nurse. It is absolutely part of our jobs to work with students with disabilities and to provide whatever supports it may be appropriate for us to provide. However, the role is still changing and solidifying, and it may be dependent on what district we end up working in.]]> 2022-06-12 22:05:17 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2218787445 Karen Phillips Reflection https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219660348 In reviewing the different materials related to legal structures and mandates for SWD, I was struck by how the School Counselor's role is one that supports and advocates for a student from a holistic perspective, keeping in mind their academic, social-emotional, and career needs, goals, and desires. While not case managers - and this is an area that can be murky depending the school or district and require self-advocacy - it is critical that, as an SC, we are fully versed in these laws and regulations, including any updates or modifications, so that we can help deliver services as well as understand how the other supports or accommodations are helping our students reach their goals in all 3 domains. There is also a strong role for advocating for students, which could include initiating an assessment process based on our observations of the student or ensuring that the student is present at an IEP meeting, as appropriate, briefing them on the meeting procedure, and helping them understand the discussions and participate along the way. Another aspect that stood out to me is the SC's role in supporting and advocating for parents. The amount of information about these laws, policies, and procedures is overwhelming and the SC can help parents navigate the process, create space for them to express their perspective, needs, and concerns, as well as ensure they are well informed so that they can exercise their rights as related to the legislation, if need be. ]]> 2022-06-13 14:59:54 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219660348 Lindsey Miles https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219669864 The overarching themes for a school counselor's role in working with students with disabilities seems to be advocacy and collaboration. The unique aspect of the IEP/504 world is that school counselors not only have ASCA standards to abide by, but also should be well versed in both 504 and IEP guidelines and law. More particularly, 504 (at least in the state of MD although it still varies county to county) require the school counselor to be heavily involved in advocating and supporting students who qualify. Additionally, it seems important for school counselors to collaborate with their school's IEP team, administration, and teachers in order to help create an equitable plan that helps students achieve and feel included in their academic success. Additionally, it would be equally important to stay aware and knowledgeable on any and all legal and ethical changes in both the 504 and IEP process. This would include attending professional developments on the topic as well. ]]> 2022-06-13 15:08:11 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219669864 Whitney Webre https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219702976 According to the law, school counselors should play a support role for students with disabilities and should not be responsible for the IEP or 504 process. In reality, that role varies dramatically from district to district and school to school. We should collaborate with stake holders in order to make sure that the needs of all students are being met. We should play a role in advocating for a more inclusive environment. ]]> 2022-06-13 15:37:52 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219702976 Rachael B. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219766507 As we all know, school counselors are advocates for students and work to provide equity and equality for all students. This is where we would "fit" in serving students with disabilities. The sources of information seem to explain that counselors are the support system for students with disabilities and their families. So from what I am gathering, we provide them with resources, collaborate with staff on how to help SWD feel successful in school, and more. We are not really in charge of the 504 or IEP part. This was interesting to me because in my practicum, there was a team of the principles, counselors, SP Ed teachers and regular teachers that would come together for meetings on setting up IEPs or 504s. They would work together and collaborate to make sure the child was getting the help they needed. I really liked this and I feel like a school counselor should be involved since we are the advocates for the students. ]]> 2022-06-13 16:43:35 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219766507 Jayda Lawlah https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219806845 School counselors are advocates for students with disabilities and their families (e.g., helping families understand their rights under IDEA, advocating for the least restrictive environment for students, participating in multidisciplinary team meetings, etc.). We are also responsible for supporting students' social emotional development as is relates to their disability and overall wellbeing (e.g., we may provide brief counseling as a related service). We can also support parents by checking in with them during meetings, making sure they are understanding all the information presented to them and that they feel their voice is being heard during meetings and throughout the IEP or 504 process.]]> 2022-06-13 17:26:09 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219806845 Madi Borchardt https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219834759 The school counselor acts as an advocate for the students with disabilities and their families. When students come to the counselor we are tasked with working along aide of the classroom teacher to develop a classroom experience that meets the students needs as laid out by the IEP or 504 plan. We not only counsel the students we work with the families as well to help them transition into the experience of IEP meetings and if necessary the counselor will refer the family out to a specialist so that the student can have the most support for their success. We counsel families so that they know the full extent of their right protected IDEA and hold the IEP team accountable. ]]> 2022-06-13 17:54:24 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219834759 Tina Ramirez-Holmes https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219923297 Before completing this classwork, I was very confused about how IEP's and 504's work on the school counselor's end, as I have only seen them on the general educator side. From what I gathered in this lesson was that the main roles of a school counselor is to be an advocate for students and parents as well as helping them process the information from 504's and IEP's, particularly in and after meetings.

SC's work as an advocate to be on the frontlines to make sure students are getting their needs met. Something that one of the articles said that helped me was SC's are the ones who gather information from teachers and staff members and can have a keen insight on signs that a student may be having an atypical experience in school. The school counselor can use data collected from teachers to communicate with parents and the administration that a student may need to assessed for an IEP or 504. Something from my internship that I learned was that in order for a student to get a 504, the student needed to be seen by a pediatrician first, for a diagnosis. I am wondering if that is the case in all counties? 

I think processing is also a very important role that the SC has in the special education portion of counseling. Even as I was working through this lesson I thought, "wow I am definitely going to need to save these items to reference, because this is a lot of important information!" Something that one of the readings said was that it is important for a SC to pause in IEP meetings so that parents and students are understanding the information and providing a space for them to ask questions. I think it could be important for a SC to go a step further and follow up within a few days of an IEP or 504 meeting and say to the parent and student, "Were there any lingering questions you had that I can help clarify?" Because with the amount of information the parent and student is getting, they are bound to have more questions after taking it all in. I also think that offering this line of communication can really help build relationships with parents and kids. This is especially important since historically, special education students have had difficult experiences with the education system.]]> 2022-06-13 19:52:44 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219923297 Abigail Doyle https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219952327 In a general sense, I think the legal structures tie into counseling through the idea of accessibility. IDEA was ultimately enacted to allow SWD the ability to access a quality education. In a lot of ways, counselors also act to make sure all students have access to a quality education.

In the specific day-to-day responsibilities, the counselor acts as a support system to the stakeholders. They assist parents in the understanding of the process/options for their student. They help educators in understanding/following the necessary laws and accommodations. They support the students by providing necessary counseling services at individual/group/class settings, as well as any additional services identified in the IEP. Counselors also support the entire evaluation process by providing any additional insight where relevant.]]> 2022-06-13 20:38:36 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2219952327 Maggie Malone https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2220043020 School counselors have the role of working in alignment with IDEA and its main principles, which includes providing students with a free, appropriate, public education according to the needs listed on their IEP or 504 plan, in the least restrictive environment. In essence, this means that it is the responsibility of the school counselor to collaborate with parents, staff, teachers, and students to ensure that students with disabilities have access to a quality education that fits their needs. In addition, the counselor promotes the student's social/emotional, academic, and career development using modes that align with the student's abilities. ]]> 2022-06-13 23:32:34 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2220043020 Chris Kinling https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2220175101 In their role of supporting students with disabilities, school counselors should focus on building student social emotional development, advocating on their behalf, and providing best practice guidance to parents, teachers and administrators while navigating the IEP and 504 process. Even though the school counselor may be pressured to serve in a case management role for students with disabilities, it is important that the counselor maintain their specific role as advocate, consultant, and counselor since they are the only person within that school who has the knowledge, skills, and abilities to serve that function. Ensuring that we as school counselors stay up to date on ASCA standards and laws/guidelines governing IEP and 504 plans will allow us to best serve the student and support their team in providing the best possible educational and social-emotional opportunities and outcomes. ]]> 2022-06-14 01:53:35 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2220175101 Michael Thomas https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227226978 The use of FBAs in creating BIPs are extremely beneficial in identifying various antecedents leading up to a behavior as well as analyzing the impact of that consequence. In dealing with students with disruptive behavioral disorders and attention-deficit hyperactivity disorder, this can help teachers breakdown and analyze the behaviors of students before they begin to escalate and allow teachers opportunities to provide students of this need this necessary form of informal education. Lastly, it provides insights for educators on what possible triggers a student may have for various behaviors which is useful to change teacher's behavior as well ]]> 2022-06-21 23:58:49 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227226978 Tara Beugel tarabeugel https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227239423 School counselors fit in to serving students with disabilities by helping students with the mental health aspect of their disability. A school counselor can be a good person for a student to check in with to make sure they are mentally doing ok. They can help set goals to help keep students on track and can check in with these students to see if they need any more assistance. School counselors are also a very important part of the IEP/504 meetings. School counselors are advocates for students and parents. They can help provide families with an understanding of what is being discussed at the meetings. Parents can easily become overwhelmed at meetings and its important for school counselors to help families feel like they have someone on their side. ]]> 2022-06-22 00:16:09 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227239423 Tara Beugel tarabeugel https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227242534 School counselors can help students understand why they do particular behaviors and can help them implement strategies to increase desired behaviors and decrease undesired behaviors. Counselors can use FBAs to help students realize what is the antecedent to the behaviors. Many students don't want these undesired behaviors. The counselor has important roll to help students with behaviors. With a student with ADHD, a student may avoid certain behaviors. The counselor and student can brainstorm strategies to help. The function behavioral assessment can help shed light on why certain behaviors are occurring. ]]> 2022-06-22 00:19:44 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227242534 Nicole Burkhalter https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227381880 School counselors should be experts of the laws that affect students with disability. Understanding IEPs, 504s, the IDEA Act, and ADA is essential to ensure that students receive all the supports and services that are afforded to them. Additionally, school counselors can be a resource for classroom teachers and support staff. Advising families on the progress of their student as well as ongoing consultations is important. ASCA states that counselors should be held accountable to be knowledgable on the laws and legal ramifications that impact their students.]]> 2022-06-22 02:37:27 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227381880 Nicole Burkhalter https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227394899 Why the student has challenging behavior, what reinforces the behavior, and what positive interventions are in place to decrease the behavior really set the framework for the goals of an FBA. In the case of ADHD, the source of the behavior may already be known, but the triggers and behavior function can differ. Interventions for students with ADHD must be strategically placed to encourage positive behavior change and an outlet to release energy. It is the school counselor's role to be an expert or at the least, a resource. ]]> 2022-06-22 02:49:58 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2227394899 Lindsay Wolfe https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2228989935 At this point in my career (I just finished my 3rd year), I can say that as a middle school counselor most of us will have more experience using an FBA/BIP with students with ADHD. It can be very beneficial to collect data and really find what the antecedent for some behaviors are such as eloping from class, non-compliance/off-task behaviors, or socially unacceptable behaviors for example. It is also helpful to observe what the consequence and what the student is either gaining or escaping from. I think for many of our students with ADHD this can help us not only come up with a BIP to support their learning and the teacher in the classroom, but also can help a child with this disability understand some of their own behaviors. 

As far as students with DBD, I can imagine that a lot of the behaviors you would be looking at in an FBA would be much more extreme and it would be important to have this information not only to provide intervention but also so that you can effectively have safety plans in place for these students as well as know when some of these behaviors may be more likely to happen.]]> 2022-06-23 15:28:03 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2228989935 Rachel S. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229021894 Using a FBA to guide the creation of a BIP for a student seems to be extremely beneficial for the student as well as the support team creating it. Not only does it lay out certain steps in a clear way that hit all of the necessary bases, it also allows for us as the school counselor to observe the antecedent, behavior and consequences better. This way, we can try to use interventions and create plans to lessen the amount of behaviors before they arise and have pre thought out plans for when they do. ]]> 2022-06-23 16:14:37 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229021894 Caroline Von Neida https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229022079 An FBA is used to understand why a student has challenging behavior, what are the reinforcements, and what positive interventions can be implemented to support the child best. An outcome of an FBA is always a BIP and the BIP can help us to determine a positive intervention. When working with students who may have DBD or ADHD, their behaviors can appear to seem uncooperative or defiant, especially towards authority figures. Using an FBA and BIP can help, as a counselor, to determine the function of their behavior. As well, the school counselor can collaborate with teachers or other school staff to determine what has happened before, during, and after an occurrence with a child. We can work to discover interventions that are meaningful to the student and actually work in decreasing challenging behavior, while increasing the desired behavior. We could also collaborate with school staff to determine what we can add, or take away, in our own behaviors to best support this child.]]> 2022-06-23 16:14:57 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229022079 Lindsey Miles https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229135806 Both FBAs and BIPs can be effective tools in investigating and determining the best supports for a student, especially students with an ADHD or DBD diagnosis. An FBA can help the school counselor and other student support team members collect data to determine the function of student's behavior and what the behaviors are. An FBA will help the school counselor better understand the student in regards to the antecedents to their behaviors and the consequences of their behaviors. With enough data, a BIP can help the school counselor and student support team members create a plan that includes interventions in and outside of the classroom. A BIP will also be helpful for the school counselor when consulting with that student's teachers in regards to recommended teaching strategies and a supportive classroom environment. ]]> 2022-06-23 19:29:06 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229135806 Allison Hughes https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229136689 A functional behavior assessment (FBA) looks to determine the antecedent and consequences for behaviors that are detrimental to a child's learning. For students with ADHD, they may exhibit behaviors such as constant movement, lack of engagement, fidgeting, frequently being off task, and impulsivity. While this behavior might seem to be just defiance, there could be other reasons students with ADHD exhibit these behaviors, specifically related to their disability. 

Conducting a FBA can help determine how a child's disability/disorder is impacting their behavior, and the response of teachers and staff to this behavior. This is particularly useful for students with ADHD, CD, ODD, DMDD, and other disorders that lead to behaviors that either seem defiant or are defiant. By determining the antecedent and the consequence, we can determine beneficial replacement behaviors and ways staff can reinforce those replacement behaviors through their response when an antecedent/behavior occurs. This way, students with these disorders can be supported instead of punished for their behaviors.

It is the school counselor's role to advocate for a FBA to occur so that children with these disorders can get the supports they need to do well academically and social/emotionally instead of being punished for behaviors they cannot help. A school counselor should work to collaborate with all members of the student support team to develop the FBA and BIP. The school counselor can also work with the general educators and the parents of the children so that all stakeholders are on the same page and understand the process of a FBA and how the FBA and BIP will ultimately support the child.]]> 2022-06-23 19:31:10 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229136689 Karen Phillips https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229975501 From this week's materials, I believe that FBAs and BIPs can be very helpful tools in working with students with DBD and ADHD. Initially, the data collection and observation  phase can help to specifically identify the behavior and illuminate the antecedents to a student's disruptive behavior to learn which situations, environments, or people may serve as triggers. This phase can also help to identify the function of the behavior, i.e. the why. The phrase "all behavior is communication" stood out to me, so an FBA can help us to understand the purpose behind the behavior, i.e. is the student trying to gain something? avoid something? It will help highlight what the student is trying to communicate through the undesirable behavior.

By identifying the function, a BIP can be developed for the student to teach a replacement behavior and learn about the types of reinforcements and rewards that will help the student decrease the unwanted behavior and increase the desired behavior. For students with DBD, a BIP could include interventions that focus on teaching relationship-building and social skills as these are key areas that have shown to help students manage and overcome DBD. 

The School Counselor's role is to contribute as a member of a student's support team and support the student throughout the process, advocate for them and their family, as well as provide direct services in areas aligned with the SC role. A natural area where a School Counselor could play a role in a BIP, would be to provide individual or group interventions to help students with DBD enhance social skills, as outlined above.]]> 2022-06-24 17:40:51 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2229975501 Ginnie Childress https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2230032504 A functional behavioral assessment (FBA) is performed when we must identify problem behaviors in a student, the antecedents and consequences, and the reasons (function) of those behaviors, as well as positive interventions to increase desired behavior and decrease undesired behavior. As school counselors, we can use the data collected from this assessment to help explain to the student why they behave the way they do, and strategies in which to lessen these behaviors and replace them with more productive ones.  

The school counselor can assist with helping the student reach any goals outlined in the BIP. For example, we could provide individual counseling services to these students to advise them on organizational skills, emotional issues, and positive social behaviors. 
It is also important that we consult with educators to ensure that any academic accommodations (i.e. note taking, extended time, etc.) are being implemented. 


]]> 2022-06-24 20:02:12 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2230032504 Tina Ramirez-Holmes https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2230277126 A have a couple take-aways from learning about the FBA and BIP process. The first is that I think it is really important for a school counselor to be intentional about how much they are going about observing the student. I think to get a good look at the student's behavior it is important to observe them in several settings. For example, I think once the SC has gathered the teacher reports, the SC could look for patterns or things such as, which classes is the student following directions the most in? Which class is the student having a more difficult time with this in? And then the SC can observe the student in those classes to help gather information to bring to the table when it comes time for the BIP. I think it is also important for the SC to observe the student during lunch and transition times. Seeing the student in several different settings can provide insight that only observing on one occasion could not. 

I think it is also important to meaningfully involve the student when creating the BIP because there have been times when I have worked with students who have a 504 and they don't even know what their accommodations are. This could be for several reasons, but I think being intentional and discussing strategies that have and have not worked in the past is really important. By knowing interventions that have not been effective, it can open the door for processing, what was it about that intervention that was not helpful for the student? This can open doors to other possible interventions. I think this is especially important for ADHD because for some kids a fidget toy could work very well, where as other kids, it can be more distracting for them. It goes to show that one size does not fit all and that interventions should be tailored to students on an individual basis.]]> 2022-06-25 12:02:31 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2230277126 Freddy Climaco https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2230758000 FBA's and BIP's can be a very useful for us as school counselors for students. For myself, I would really want to make sure that we are conducting a FBA for the right reasons and we have enough reasons to do it. I think just simple reasons that do not view the child from a holistic approach aren't enough reasons for a FBA. I have been in meetings where many teachers or support staff have requested FBA's from school counselors and social workers just because the child is "a problem" in the room and the teachers "don't know what to do anymore".  As a team, if we do come to understand that the child might benefit from a FBA then I would certainly do it. I would want to learn what exactly is causing the student to behave in this way in as many settings as possible, and not just in the classroom. Do they behave similarly in the hallway? What about lunch? Recess? With other staff members? Other students? I'd want to be as thorough as possible.

Same as with BIP's, I want to make sure that the plan that is being made is truly beneficial for the student and if the parents agree on it. I want to also make sure that teachers and everyone involved understand how to properly support the child 100%. Any half made efforts can damage the work we are doing with the student and if one person is off, the whole support system might fail. ]]> 2022-06-26 19:16:30 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2230758000 Laura Frey https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231630370 I think the use of FBA's and BIP's in schools can be helpful as long as they are implemented with fidelity and seen as a way to support the student and not "deal with them." As a teacher, I have seen many other teachers' reactions to a student with a BIP. Often it is seen as burdensome and teachers may be hesitant to engage with that student for fear that they will begin exhibiting behaviors. I admittedly have not always been the most consistent with implementing the strategies that have been provided in BIPs that I have seen before, which can defeat the purpose if this inconsistency is severe enough and across all teachers. I do still think that FBAs are valuable as a tool to understand the reasons behind student behaviors, and BIPs can provide very effective strategies as long as the culture at the school is accepting of them and committed to implementing them with consistency.]]> 2022-06-27 16:49:48 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231630370 FBA and BIP- Carly Okeson https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231647839 I think that functional behavioral assessments and behavior intervention plans are very useful tools for children with disabilities. Specifically looking at children with ADHD or DBD, I think using the framework of an FBA is something that would help determine the child's triggers by looking at the antecedent, behavior, as well as the consequence that was given. 

I like the idea of having a specific goal of a behavior for an individual child. I think that trying to just have a general goal will not be beneficial for a child. Being able to look at the pattern of a child's behavior and then trying to either reinforce another behavior or find ways to prevent/replace the negative behavior seems useful in my opinion. If there are multiple different behaviors from a child, I think looking at each one individually would be most helpful.]]> 2022-06-27 17:13:40 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231647839 Jayda Lawlah https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231693926 I think using FBAs and BIPs is a helpful way to address student behavior while also ensuring that their needs are met. I like that this framework is based on the understanding that behavior serves as communication. Students' behaviors are not just a problem to be addressed or corrected, they are likely the child's way of fulfilling a particular need and BIPs allow us to help the child meet their needs in a more effective way.

FBAs and BIPs should be used by school counselors in collaboration with teachers. We can consult with teachers so that they are able to find the best intervention strategy for their student. While we may have knowledge of evidence based interventions, the teacher, who likely spends more time with the student, will be able to bring a holistic view of the student and their behavior in order to identify the function of the behavior, what triggers the behavior, what reinforces the behavior, etc..]]> 2022-06-27 18:24:07 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231693926 I really liked FBA and BIP. I think they can be very benficial in addressing a child's behavior. I like that it really looks into what is driving the behavior, how did reinforcement affect it, why is it persisting, and how to create a plan to work towards a new behavior goal. I like this because a child has a reason behind their actions. Finding that reason behind why the child is acting a certain way, is ultimately going to help when trying to figure out how to change the behavior. Our role as a counselor would be to to work with the teacher to discuss the behavior, what seems to trigger the behavior, how is it currently being reinforced, and what changes can we make to better reinforce it. The counselor has the knowledge on interventions while the teacher has knowledge on the child so it is important to collaborate. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231737103 2022-06-27 19:36:51 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231737103 Abby Doyle https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231798558 As a counselor, I think both FBAs and BIPs can be useful tools in consultation/collaboration with teachers and special educators. After learning more about each, I think it is paramount that they are used with fidelity and legitimacy. In my own experience as a teacher, I have seen situations where other teachers/administrators put a student on a BIP just to "put a band aid on the problem." I found that these BIPs were often not as targeted as they should be, which the articles and videos outline as a key component of implementing a BIP. I have also seen students who desperately need a BIP or and FBA, but fall to the wayside because they're not as much on the radar as other students. I think it is important as a counselor to make sure I am advocating for students to receive the necessary supports needed to be successful in the school. I also think both of these provide important data which should help drive any future meetings with support team members to help tailor/create interventions for the student. Data is always important, but working with students with DBD and ADHD makes it especially necessary to collect data that can help differentiate behavior driven by scenarios or other external factors or a specific disability.]]> 2022-06-27 21:52:47 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231798558 Jaysalee Ferrer- De Los Santos https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231813663 It seems like there was very little guidance for school counselors and every other stakeholder when it came to how to best handle situations with students that have these types of disorders. FBA and BIP created a framework that forces teachers and counselors to look at the entire student and not just the individual behaviors that result from their disabilities. Being able to understand why a student behave a certain way and the triggers that cause a certain behavior, provides the opportunity for counselors to better advocate for students, collaborate with stakeholders, and assist in the development of strategies and interventions that will help those students succeed. ]]> 2022-06-27 22:09:07 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231813663 Allie Herold https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231829252 As a school counselor, I can see myself playing a role in ensuring students who need FBAs and BIPs receive them, and they are executed with thought and care. I think an important aspect of this role is to help the teachers vent their own frustrations, especially related to students presenting with disruptive behaviors as a result of their disability. I can imagine that teachers, with so much on their plates, may sometimes have little patience for these processes when they just want to get back to teaching. It will be important to give them space to be frustrated so we can move past it and implement BIPs that will ultimately help them get back to teaching.]]> 2022-06-27 22:47:46 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231829252 Maggie Malone https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231844008 I think that the use of the FBA and BIP in working with students with disabilities is something that school counselors should be an expert on. As school counselors, we are responsible for promoting the academic, social/emotional, and career development of our students. The purpose of the FBA and BIP is to determine the appropriateness of the student’s present educational placement and services, and whether changes would help the student to display more acceptable behavior. A student's behavior can directly correlate to their academic, social, and emotional experiences in school. With this being said, I view the counselor's responsibility as an important part of the student's overall experience in school, and the FBA and BIP can enhance this experience as well. ]]> 2022-06-27 23:24:51 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231844008 Whitney Webre https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231846198 An FBA is used to write a BIP, and it is also used to modify a BIP, something that might not happen often enough. ADHD is a very common behavioral diagnosis and covers a wide variety of issues. It's important to understand the triggers and functions of behaviors so that we can appropriately figure out if the trigger needs modified or if there is some other way to serve the intended function. The school counselor's role is to observe students and see what is and is not working. They consult and advise other faculty in order to best meet the needs of students.]]> 2022-06-27 23:29:58 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231846198 Chris https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231872043 Implementing an FBA when working with students with the aforementioned disorders allows parents, teachers, school counselors, and administrators to understand what is causing the challenging behavior, what is reinforcing the behavior, and what positive interventions could help remediate the behavior. Since the FBA is based on data, it removes the subjectivity of school staff who may have to work with the challenging student on a daily basis. Utilizing a BIP grounded in accurate data gives all staff working with a student a roadmap of how to provide positive interventions, leading to meaningful behavioral change. I believe as a school counselor it is our role to ensure that all team members are implementing the BIP as written, providing consultation when aspects of the plan are unclear. It is also paramount that we as school counselors advocate for students if the BIP is not adequately fostering positive behavioral change. We provide a different perspective than teachers, allowing us to view the student and their challenges holistically, which will hopefully provide us with the ability to ensure the BIP is producing the desired student outcomes.

]]> 2022-06-28 00:13:22 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2231872043 Jaysalee https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233426966 Transition from High School to College: Tips for ADHD Teens (additudemag.com)

Educational Options After High School for Students with Special Needs - Parenting Special Needs Magazine


life-after-high-school-transition-opportunities-6-5-18.pdf (kennedykrieger.org)]]> 2022-06-29 13:38:29 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233426966 Autism Spectrum Disorder Transition to University https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233593534 https://www.autism-society.org/living-with-autism/academic-success/transitions/

https://www.transitionsusa.org/]]> 2022-06-29 18:04:16 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233593534 Christina Perez https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233668553 Watching these videos and hearing the different stories from these students was emotional for me. I feel great appreciation for this platform giving students the opportunity to voice their academic experiences. I related mostly with the students struggling with math. I remember in elementary school really struggling with math and getting low grades. I do not remember any teachers or counselors approaching me to ask me if I was in need of any help. I think it's important that school counselors and teachers look out for their students who are "falling behind" to ensure them that while they may feel isolated and as a result embarrassed, as these students stated in these videos and as I felt as a student, it's okay to need help and it's okay to ask for it.]]> 2022-06-29 20:47:50 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233668553 Christina Perez https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233674916 In terms of serving students with disabilities and the legal structures and mandates, school counselors are responsible for many things when it comes to students with special needs. School counselors consult and collaborate with family and staff members and advocate for these students. School counselors provide counseling as seen fit as part of the IEP or 504 plan. School counselors help families understand and navigate the IEP or 504 plan process if they are new to it. It is essential that school counselors are aware and knowledgeable about the ASCA standards, guidelines, and laws in relation to these plans to help the student to the best of their ability.]]> 2022-06-29 21:04:30 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233674916 Christina Perez https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233678012 When a teacher or a parent has a concern for a student's classroom performance and they are aware of the student's diagnosis of either DBD or ADHD, a good next step would be implementing a functional behavior analysis otherwise known as an FBA. When an FBA is conducted this gives the teacher and parents data on the antecedent of the students behavior, the behavior itself, and the consequence following that/those behaviors. Once an FBA is conducted that is when the school counselor can connect the student's academic team to collaborate on writing a behavior intervention plan, BIP, that can provide different interventions to help the student perform successfully in the classroom. Another part of the school counselors role is observing the student in the classroom environment to ensure that there is BIP fidelity from staff in the classroom.]]> 2022-06-29 21:14:01 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233678012 Christina Perez- Resources for ASD Students Transitioning to Post-Secondary Institutions https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233679589 https://monarchcenterforautism.org/webinars/viewdocument/53

https://autismcollegeandcareer.com/images/pdf/Support-changes--High-School-to-College-Chart.pdf]]> 2022-06-29 21:18:23 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2233679589 Lindsay Wolfe- Transition Planning for students with disabilities https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2234386427 https://drive.google.com/file/d/1NREQNRRooATJS50jlLZe-Gr1uQjL8Mw0/view

https://mdod.maryland.gov/education/Pages/transitioningyouth.aspx

https://dors.maryland.gov/consumers/specialized/transition/Pages/default.aspx]]> 2022-06-30 14:58:38 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2234386427 Caroline Von Neida- Resources for Transitioning to College with ADHD https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2234452768 https://www.understood.org/en/articles/9-steps-for-easing-the-transition-to-college

https://www.edumed.org/resources/college-students-with-adhd/

https://add.org/college-students/]]> 2022-06-30 16:48:30 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2234452768 Freddy Climaco - Transitioning to College support https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2234477468 https://www.montgomerycollege.edu/workforce-development-continuing-education/developmental-education/gtp.html

https://xminds.org/transition


]]> 2022-06-30 17:35:06 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2234477468 Lindsey Miles https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2235880021 The College Internship Program for students with ASD or AS:
https://www.autism-society.org/wp-content/uploads/2014/04/bridging-the-gap-post-secondary-ed.pdf


Succeeding in college with ADHD:
https://chadd.org/for-parents/succeeding-in-college-with-adhd/

]]> 2022-07-03 15:23:19 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2235880021 Jayda Lawlah https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2236728504 Job Accomodation Network (JAN) - helps people identify accomodations they need to be successful at work
https://askjan.org/

College guide for students with disabilities (things to consider when applying)
https://www.bestcolleges.com/resources/students-with-disabilities/]]> 2022-07-04 22:56:29 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2236728504 Liza Kessler https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2236854266 After watching these videos and listening to all of these different stories, they really stuck with me. Going through grade school, I have always had problems with reading.  I never understood why I was behind in my classes and why I needed to be in a special reading class.  Growing up, I didn’t think much of it, I just knew I was struggling. My parents decided to not get me tested…come to find out 16 years later that I have dyslexia and my mo does too. They just did want me to use it as a “crutch”. I wonder how my life would have been different if I received the extra support and an IEP. School counselors and teachers need to make sure they are keeping track of who of falling behind. They need to work together to get the student the support they need in order to be successful in school.

]]> 2022-07-05 02:15:55 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2236854266 Liza Kessler https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2236869288 Using BIPSs and FBAs is a helpful tool to make sure the students needs are being met. I liked the idea that behavior is a form of communication. It isn’t just a problem or something that needs to be unlearned. A child engage usually engage in certain behaviors in order to try and fulfill a need. BIPs should be used by school counselors when they are collaborating with teachers. It would help find a way to make sure the students needs are being met and the teacher isn’t having to “just deal with it” instead, they would get a better understanding of why the student is engaging in a particular behavior, and figure out a way to efficiently help them succeed. ]]> 2022-07-05 02:34:34 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2236869288 Ginnie Childress https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237311910
College & Autism: Insight and Resources for Students with ASD (edumed.org)

How to Prepare for College: Transition Tips for ADHD Students (additudemag.com)



]]> 2022-07-05 14:21:49 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237311910 Maggie Malone https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237394123 https://www.autismspeaks.org/postsecondary-education 

https://www.archoward.org/how-we-help/supported-employment-services/ ]]> 2022-07-05 16:43:44 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237394123 Madi Borchardt https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237424900
http://www.amazon.com/Parents-College-Students-Spectrum-ebook/dp/B00A4HPA3G

This is a link to a book for parents to support their child and their transition to secondary ed. 


https://www.iidc.indiana.edu/irca/articles/academic-supports-for-college-students-with-an-autism-spectrum-disorder.html


https://collegeautismspectrum.com/collegeprograms/


]]> 2022-07-05 17:46:39 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237424900 Laura Frey https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237505010 https://www.ihehub-umd.org/terps-exceed (for ASD and Intellectual Disabilities)

https://www.projectsearch.us/
(for Intellectual and Developmental Disabilities)]]> 2022-07-05 21:03:51 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237505010 Karen Phillips https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237505638 Transition resource for students with Autism: https://researchautism.org/college-resources/

Transition resource for students with ADHD: https://edgefoundation.org/preparing-for-the-transition-to-college-when-you-have-adhd/


]]> 2022-07-05 21:05:55 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237505638 Whitney Webre https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237561433 I asked a friend who has ADHD for some resources that they found helpful and they strongly recommended these three podcasts, which also have a ton of resources linked at the bottom.

https://www.alieward.com/ologies/adhd

https://www.alieward.com/ologies/adhd2

https://www.alieward.com/ologies/lifeadvice]]> 2022-07-05 23:39:56 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237561433 Nicole Burkhalter https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237736509 https://www.parentcenterhub.org/transitionadult/

https://www.understood.org/en/articles/iep-transition-planning-preparing-for-young-adulthood



]]> 2022-07-06 03:01:36 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2237736509 Tara Beugel tarabeugel https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238148038 I found a resource for helping students with Down Syndrome transition to post-secondary education.
https://www.ndss.org/resources/post-high-school#:~:text=Postsecondary%20Education%3A%20individuals%20with%20Down,colleges%20and%20universities%20that%20include

I also found a TedTalks regarding transitioning to college with ASD.
https://youtu.be/4sg9TlsMRVA



]]> 2022-07-06 14:04:04 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238148038 Carly Okeson https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238273047 https://www.edumed.org/resources/college-students-with-adhd/

For ADHD

https://sites.ed.gov/idea/files/postsecondary-transition-guide-august-2020.pdf ]]> 2022-07-06 17:38:26 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238273047 Rachael B. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238329617 Resources for parents of students with autism. 
https://autismcollegeandcareer.com/postsecondary
https://sites.ed.gov/idea/files/postsecondary-transition-guide-may-2017.pdf

]]> 2022-07-06 19:56:44 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238329617 Allie Herold https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238490303 https://www.ldonline.org/ld-topics/college-college-prep 
LD Online has educational resources to support students and families with learning disabilities and ADHD. This page is dedicated to college & college prep resources.

https://thearcatschool.org/supports/post-secondary-education/?_ga=2.64554092.292327467.1657156505-726452559.1657156505
The Arc provides a "Know your Rights" resource to assist students with disabilities (especially intellectual/developmental disabilities) in accessing postsecondary education]]> 2022-07-07 01:23:50 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238490303 Abby Doyle https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238936722 https://www.learnhowtobecome.org/career-resource-center/resources-for-college-students-with-disabilities/
I wanted to highlight this specific resource from the many provided in this module because I think it is very extensive, well-organized, and touches on a variety of different colleges across the country.

https://utswmed.org/medblog/autism-transition-teens/#:~:text=Get%20support%20to%20help%20your,and%20managing%20relationships%20with%20others.

This resource is specifically for students with ASD. The nine tips format makes it easily digestible for students, parents, and teachers looking for support.]]> 2022-07-07 12:37:02 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2238936722 Chris Kinling https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239084820 The Maryland State Department of Education Secondary Transition Planning Guide for Individuals with Disabilities provides information to students, parents/guardians, educators, and community agencies about the transition process.
https://drive.google.com/file/d/1NREQNRRooATJS50jlLZe-Gr1uQjL8Mw0/view

A Futures and Estate Planning Guide
for Families of Children and Adults with
Developmental Disabilities
http://www.md-council.org/wp-content/uploads/2014/03/PlannGuide-v10_FINAL.pdf]]> 2022-07-07 16:35:33 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239084820 Michael Thomas https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239089877 https://www.edumed.org/resources/college-students-with-adhd/
This link provides students with ADHD and similar learning disabilities the opportunities to understand their rights and what they are eligible for as far as aid and resources.

https://chadd.org/for-parents/college/
Resource for parents with children of ADHD to help understand what to expect and how to help and identify structures of assistance for their children. ]]> 2022-07-07 16:45:49 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239089877 Tina Ramirez-Holmes https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239258569 First resource: I think www.careeronestop.org can be helpful for parents and students with disabilities. There is a section on the website under "resources for" that identifies those with disabilities labelled as "workers with disabilities" where it has hyperlinks with information for 
 -Defining disability and the ADA
  -Gain skills
  -Job search 
  -Interviews
  - Disclosing a disability
   -Job accommodations
   -Vocational Rehabilitation

The specific website is: https://www.careeronestop.org/ResourcesFor/WorkersWithDisabilities/workers-with-disabilities.aspx

Second resource: Another resource is on study.com. Which is titled College & Career Guide for Students with Disabilities. This website does a nice job at breaking down the rights for students with disabilities, what qualifies as a disability, the types of disabilities (learning, physical, etc.), the services for these students in the college setting (housing, assistive technology, accommodations & modifications, etc.), scholarships and other information like vocational training. 

This website seems really great as a catch all for what parents might be wondering about when helping to support their child moving on from high school. I think it is also a great outline for school counselors for what  is available for these students! 
Here is the specific link: https://study.com/resources/college-resource-for-students-with-disabilities  


]]> 2022-07-07 23:55:37 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239258569 Liza Kessler https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239316910 Resources for parents who have ADHD.
https://childmind.org/guide/parents-guide-to-adhd/

This is a great way to view multiple resources about Autism. I love when there is a place that has multiple links/resources at once so that you can pick and choose where to go.
https://www.cdc.gov/ncbddd/autism/links.html

]]> 2022-07-08 01:11:02 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239316910 Transition Resources https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239421632 Kayla Seibel 

I think one thing that is really important is to keep in mind the financial stress this make take - so I found a resource that gives a list of scholarships  https://www.raisecenter.org/wp-content/uploads/2019/01/Scholarships-for-Youth-With-Disabilities.docx

I think is also important to identify any technology disadvantages and found a resources to help that https://www.pacer.org/livestream/?wksp=896040B2-C97A-4C1D-9E03-1D712F832F8A

]]> 2022-07-08 03:11:05 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2239421632 Rachel S. https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2241390070 https://operationautism.org/transitions/
ASD
This site gives definitions, examples, resources and other helpful graphs to help with transitions. 

https://operationautism.org/transitions/
ADHD
This article talks about different options and benefits of summer programs geared towards helping teens prepare for college and beyond. They describe helping with social, academic, and personal care skills to help students on the road to success. 

]]> 2022-07-12 01:20:29 UTC https://padlet.com/luciarq_martin/kvopbnzsabe444i/wish/2241390070