Counseling with Exceptional Children.

Abstract

Children and adolescents with disabilities are an extremely heterogeneous group of diverse learners, each with unique learning strengths and needs. Often misunderstood and frequently less served by the counseling profession, these children and adolescents need counseling services just as much as, if not more than, other children (McDowell, Coven, & Eash, 1979). Federal legislation makes it imperative that all counselors who work with children and adolescents, even those not working within public school settings, be knowledgeable about the identification of and services for those with disabilities. In addition, all counselors have a professional and ethical responsibility to facilitate conditions that promote the full potential for all individuals, including exceptional groups (Baker, 1992; Holmgren, 1996; Maes, 1978; Seligman, 1985). As knowledge and experience are obtained for this population, counselors can serve children and their families more fully as intended by legal and professional guidelines. Most counselors will encounter in their practice children and adolescents with disabilities. According to the U.S. Department of Education (2000), approximately 9% of the school-age population is classified as having a federally recognized disability and, there-· fore, receiving special education and/or related services. This figure does not include gifted children, who also are significantly different from the norm and are in need of identification, curricular modifications, and counseling interventions (Silverman, 1993). Nor does it include students with disabilities who do not qualify for special education but may be eligible for other educational and counseling services. Despite the number of children and adolescents with disabilities, counseling professionals historically have had limited contact with this population for a variety of reasons. Some counselors lack confidence and training to serve these groups. Some are uncomfortable around people with disabilities. Others have incorrect information about or prejudices toward those with exceptional needs (Tucker, Shepard, & Hurst, 1986). In addition, because services to children and adolescents with disabilities are most often delivered by special education personnel within public schools, counselors may believe that their skills are not needed for these groups (Tarver Behring, Spagna, & Sullivan, 1998). Most counselors, however, do have many of the skills needed to work with these children and their