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Chapter 19Counseling with Children with Special Needs

CHAPTER

OVERVIEW

This chapter highlights special children, those who deviate from what is considered to be normalor average in physical appearance, learning abilities, or behavior. They may have a mild,moderate, or severe special need, the spectrum of children with disabilities. The chapter containsa history of recognizing and responding to the special children and a summary of categories of exceptionality. The categories of disabilities and descriptions of those exceptionalities are listedin the text. More specific discussions on children who have mental retardation, learningdisabilities, physical handicaps, behavioral/emotional disorders, and children with ADHD areincluded. The chapter concludes with general ideas for counseling these children and workingwith their parents.

CHAPTER

OBJECTIVES

After completing this chapter, the student will be able to: 1.Identify characteristics of exceptionalities.2.Understand the history of the special education process in the United States3.Understand the unique needs of children with particular conditions of disabilities4.Describe the needs of parents and families who have members with exceptionalities.5.Explain the tasks of counselors in working with children with exceptional conditionsand with the adults and significant people in the child's life.

CHAPTER

SUMMARY

Children with special needs deviate from what is considered normal or average in physicalappearance, learning abilities, or behavior. Being a special child present problems to both the parents and the child. Parents may experience confusion, fear, guilt, self-pity, or even self-hate.Parents may progress through stages as they learn to help their child with a special need.Progress toward helping exceptional children has been slow. Originally many services wereoffered in separate establishments such as schools for the deaf and blind. Today the Individualswith Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act are federal mandates thatguide the provision of education for children with disabilities. Counselors need to have a basic knowledge of the disabling condition to understand the world of the exceptional child. The categories of disabilities defined by IDEA includes autism, behaviorally/emotionally disabled, deaf-blindness, hearing impaired, mentally disabled, multipledisabilities, orthopedic impairment, specific learning disability, speech or language impairment,traumatic brain injury, visual impairment, or other health impaired. Some children are noteligible for services under the criteria outlined in IDEA but may receive educationalmodifications under the Rehabilitation Act. Under Section 504, a qualified person withdisabilities has a physical or mental impairment that limits one or more major life activities.

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Identifying children who may need special education and related services follows this process:1.The child is referred as possibly needing services.2.The child is evaluated in all areas related to the suspected disability.3.A group of qualified professionals and the parents consider the results of theevaluation and determine whether the child is eligible for services.4.If the child is found eligible, within 30 calendar days, a team meets to write anIndividual Educational Plan (IEP) for the child.5.IEP meeting is scheduled. Parents are invited.6.IEP meeting is held and the IEP is written. The plan includes accommodations,modifications and supports to be provided to the child. Parents must consent toservices and placement.7.Services are provided. The school monitors the plan to determine it is beingimplemented as written.8.Progress is measured and reported to the parents.9.IEP is reviewed at least once a year.10.The child is reevaluated at least every three years.(www.ed.gov/offices/OSERS/OSEP/IEP_Guide, pp. 4-7)We have identified counseling as a therapeutic relationship, a problem solving process, a re-education and a method for changing behavior. Children with special needs may need anaccepting relationship, someone to listen, assistance in setting present and future goals, guidancefor improving interpersonal relationship and help in building a strong self-concept andconfidence. Counseling with children who have special needs requires no magic formula. As inworking with all children, counselors maintain their dedication to the philosophy that allindividuals are unique and capable of growing to reach their personal potential.Behavioral-emotional disorders relate to children “…a condition exhibiting one or more of thefollowing characteristics over a long period of time and to a marked degree that adversely affectsa child’s educational performance—

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an inability to learn that cannot be explained by other factors such as intellectual, sensory,or health problems;

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an inability to form satisfactory interpersonal relationships with peers and teachers;

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inappropriate displays of feelings or behavior;

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pervasive unhappiness or depression;

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a tendency to develop physical symptoms or fears associated with personal or school problems” (www.nichcy.org/pubs/factshe/fs5txt.htm

).These disorders may also be classified by degree. Noting the frequency and intensity of behaviors is important in determining whether the behaviors are extreme and not a part of normaldevelopment. Symptomatic behaviors and indicators of possible emotional disturbance arediscussed. The children need love and understanding and a counselor who can provide securityand stability. Structure, consistency, and being concrete are important in the counselingrelationship with these children. Defining expected behavior by contracting, relaxation exercises,

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physical activities, social skills training and problem-solving skills are suggested counselingstrategies.Children with learning disabilities usually have a measured intelligence in the normal range butare achieving academically well below an expected level. A learning disability is primarily anacademic problem that may not be detected and diagnosed until the child encounters problems inschool. Counselors begin by recognizing and reflecting the feelings of the children with learningdisabilities who may have emotional problems compounding the learning difficulties. Childrenwith learning disabilities may fear failure and may use comments such as “I can’t do this,” “Idon’t know how,” or “I’ll never learn this” often.A four-step model of solution-oriented counseling for adolescents with learning disabilities isdiscussed. Counseling goals with children with disabilities include enhancing social skills,helping overcome a sense of failure and promoting a positive attitude toward learning. Playtechniques, art, music, and expressive writing may help facilitate these goals. Multi-disciplinarystrategies have been stressed as well as using flexible and culturally appropriate counselingskills.The cluster of problems known as ADHD forms an extremely complex childhood problem andmakes up the most frequent referrals for professional help. A common sense definition of attention-deficit hyperactivity disorder is inattention and distractibility, over-arousal, impulsivity,and difficulty with gratification. More specific criteria in the DSM-IV includes fidgeting,running and climbing excessively, excessive talking, interrupting others and other behavioralindicators. The symptoms must have been present before the age of seven and must persist for atleast six months. A multidisciplinary/multi-treatment model is suggested for helping childrenwith attention-deficit disorders. These children respond to a structured environment with limitedstimuli and a consistent schedule. Counselors should work with parent and teacher to develop programs and to apply rules at home and at school. A collaborative multimodal study of childrenwith ADHD is reported. That research project integrated parent training, school intervention,child treatment and medication management and had impressive results.The American Association on Mental Retardation (AAMR) (1992) defines mental retardation asfollows: Mental retardation is a disability characterized by significant limitations both inintellectual functioning and in adaptive behavior as expressed in conceptual, social, and practicaladaptive skills. This disability originates before age 18.(

www.aamr.org/Policies/pdf/definitionofMR.pdf )

Educators now recognize that all children can learn and have a legal right a free and appropriateeducation. The level of support needed by people with mental retardation may be intermittent;limited, extensive; or pervasive. Children with who need pervasive services require considerablecare and support. Children categorized as intermittent or limited support needs need help inadaptive skills areas and counseling goals may include improving social interactions, enhancingskills, developing interpersonal relationship, and promoting a positive self-image. Groupcounseling can help the child learn effective ways of behaving. Counselors will want to be clear and concise, limit the number of directions, display respect and provide encouragement.

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