The Role of the School Counselor in Special Education
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. It states that if a child has a disability that adversely affects educational performance, that child is eligible for special education services under IDEA. In the 26th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act of 2004 references, 48% of students who qualify for special education services are still in the general education classroom for 80% of their time. Once a child enters special education in their school, they should not be considered to no longer need services from the school counselor.
The following is the basic process for how a student becomes eligible for services under IDEA:
1. Child is identified as possibly needing special education and related services.
2. Child is evaluated.
3. Eligibility is decided.
4. Child is found eligible for services.
5. IEP meeting is scheduled.
6. IEP meeting is held and the IEP is written.
7. Services are provided.
8. Progress is measured and reported to parents.
9. IEP is reviewed at least once a year.
10. Child is reevaluated at least every three years.
As a school counselor, it is vital to recognize that they may play many roles in the special education process. The school counselor may find themselves playing the following roles when supporting the student, parents, and faculty during and after the process:
1. As an “informant,” the counselor may educate the parents on the referral process while proving information to teachers on previous interventions applied while the student was in general education classes.
2. As with the previous role, the school counselor may be the “know-it-most” while offering information between parents and teachers.
3. As an “advocate,” the school counselor can seek to support in the goal making process of the IEP and help ensure the student will be able to use their strengths to be successful.
4. The school counselor may act as the “pen” and be the district representative for the IEP if they believe they have the appropriate knowledge about the student.
5. As the “transitioner” for students, the school counselor recognizes that students may need additional support when changing schools or when graduating from high school. They have receive a great deal of support and will need help understanding how to advocate for themselves in a new environment.
6. The school counselor can act as a “detective” when recognizing students who may fit the discrepancy model, in which they are not meeting their full potential.
7. As a school counselor, you may become the “empathizer” with parents in helping the understand the new role they may need to play in supporting their students, for those entering and leaving special education.
The following is the basic process for how a student becomes eligible for services under IDEA:
1. Child is identified as possibly needing special education and related services.
2. Child is evaluated.
3. Eligibility is decided.
4. Child is found eligible for services.
5. IEP meeting is scheduled.
6. IEP meeting is held and the IEP is written.
7. Services are provided.
8. Progress is measured and reported to parents.
9. IEP is reviewed at least once a year.
10. Child is reevaluated at least every three years.
As a school counselor, it is vital to recognize that they may play many roles in the special education process. The school counselor may find themselves playing the following roles when supporting the student, parents, and faculty during and after the process:
1. As an “informant,” the counselor may educate the parents on the referral process while proving information to teachers on previous interventions applied while the student was in general education classes.
2. As with the previous role, the school counselor may be the “know-it-most” while offering information between parents and teachers.
3. As an “advocate,” the school counselor can seek to support in the goal making process of the IEP and help ensure the student will be able to use their strengths to be successful.
4. The school counselor may act as the “pen” and be the district representative for the IEP if they believe they have the appropriate knowledge about the student.
5. As the “transitioner” for students, the school counselor recognizes that students may need additional support when changing schools or when graduating from high school. They have receive a great deal of support and will need help understanding how to advocate for themselves in a new environment.
6. The school counselor can act as a “detective” when recognizing students who may fit the discrepancy model, in which they are not meeting their full potential.
7. As a school counselor, you may become the “empathizer” with parents in helping the understand the new role they may need to play in supporting their students, for those entering and leaving special education.