FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1625200478> ?p ?o ?g. }

• W1625200478 endingPage "25" @default.
• W1625200478 startingPage "16" @default.
• W1625200478 abstract "During the past two decades, several federal initiatives to provide education and related services to individuals with disabilities have been enacted as laws-the Education of all Handicapped Children Act (PL 94-142,1975); Education of the Hanidcapped Act (PL 99-457, 1986); Individuals with Disabilities Education Act (IDEA, PL 101-476,1990); and the 1997 reauthorization of IDEA (PL 105-17,1997). Together these laws mandated that all individuals between the ages of 0 and 21 will receive a free and appropriate public education with access to a wide range of related services. Counseling is one of those related services. With this mandate, school counselors are now being held responsible for providing preventative and supportive services for students with disabilities who are included in regular public school classes. If school counselors are to be competent in providing such services, they must understand the cognitive, affective, and social problems of these students, be sensitive to their psycho-social needs, and be knowledgeable of effective counseling interventions. The U. S. Department of Education (1996) has reaffirmed that school counseling and guidance is one of the three related services most needed by exceptional children and youth. There continues to remain, however, a gap between performance expectations of counselors and their skill and training levels in providing counseling services to exceptional students (Johnson & Pugach, 1991; Turnbull & Turnbull, 1990). According to Hosie (1979), There is a serious lack of specific programs for counselors to use to increase their understanding and skills relating to the disabled. Counselor education programs should include courses on serving the disabled, and include practica and direct experiences ... with disabled students in each application phase of training programs. Materials developed for counselors need to be specific in giving information that enables them to make use of already developed skills (p. 274). In order to provide appropriate remedial and preventative services, counselors must more fully understand the present legislative requirements, characteristics, terminology, and related counseling needs associated with exceptional learners. There are problems, however, in implementing current federal legislation, which has implications for school counselors. More than 20 years after passage of PL 94-142 and Hosie's (1979) admonition, neither school counselors nor general classroom teachers have been adequately prepared to provide appropriate interventions for students with disabilities who are now being included in general education settings. If these professionals' attitudes toward exceptional students are negative, information that they receive regarding the education of students with disabilities may not be utilized. With the advent of inclusion practices, most students with disabilities are being returned to general education classrooms for all or part of the day. As a result of this practice, and with the most recent mandate of PL 105-17, a greatly heightened need for increased participation of general educators and related service providers such as school counselors has been generated. Another problem brought about by the full inclusion of students with disabilities in regular education is that students who were previously in self-contained or resource-special education classrooms may experience reentry problems. While these students may have received remediation in terms of learning skills or may be functioning at (or near) grade level, they may not be ready emotionally or socially for regular classroom placement. Charactis of Students with Mild Disabilities Often students with mild disabilities are not identified early in school because they have not been noticeably different from their peer group (Lerner, 1993). However, as learning tasks become increasingly more complex and difficult, the students with disabilities may begin to deviate significantly from societal norms in terms of school achievement and behavior (Vernon, 1994). …" @default.
• W1625200478 created "2016-06-24" @default.
• W1625200478 creator A5028203424 @default.
• W1625200478 creator A5046861207 @default.
• W1625200478 date "1998-10-01" @default.
• W1625200478 modified "2023-09-23" @default.
• W1625200478 title "Counseling Interventions for Students Who Have Mild Disabilities." @default.
• W1625200478 hasPublicationYear "1998" @default.
• W1625200478 type Work @default.
• W1625200478 sameAs 1625200478 @default.
• W1625200478 citedByCount "13" @default.
• W1625200478 countsByYear W16252004782012 @default.
• W1625200478 countsByYear W16252004782014 @default.
• W1625200478 countsByYear W16252004782015 @default.
• W1625200478 crossrefType "journal-article" @default.
• W1625200478 hasAuthorship W1625200478A5028203424 @default.
• W1625200478 hasAuthorship W1625200478A5046861207 @default.
• W1625200478 hasConcept C118552586 @default.
• W1625200478 hasConcept C15744967 @default.
• W1625200478 hasConcept C17744445 @default.
• W1625200478 hasConcept C19417346 @default.
• W1625200478 hasConcept C199539241 @default.
• W1625200478 hasConcept C27415008 @default.
• W1625200478 hasConcept C2775884135 @default.
• W1625200478 hasConcept C2778381420 @default.
• W1625200478 hasConcept C2779614053 @default.
• W1625200478 hasConcept C28858896 @default.
• W1625200478 hasConcept C509550671 @default.
• W1625200478 hasConcept C71924100 @default.
• W1625200478 hasConceptScore W1625200478C118552586 @default.
• W1625200478 hasConceptScore W1625200478C15744967 @default.
• W1625200478 hasConceptScore W1625200478C17744445 @default.
• W1625200478 hasConceptScore W1625200478C19417346 @default.
• W1625200478 hasConceptScore W1625200478C199539241 @default.
• W1625200478 hasConceptScore W1625200478C27415008 @default.
• W1625200478 hasConceptScore W1625200478C2775884135 @default.
• W1625200478 hasConceptScore W1625200478C2778381420 @default.
• W1625200478 hasConceptScore W1625200478C2779614053 @default.
• W1625200478 hasConceptScore W1625200478C28858896 @default.
• W1625200478 hasConceptScore W1625200478C509550671 @default.
• W1625200478 hasConceptScore W1625200478C71924100 @default.
• W1625200478 hasIssue "1" @default.
• W1625200478 hasLocation W16252004781 @default.
• W1625200478 hasOpenAccess W1625200478 @default.
• W1625200478 hasPrimaryLocation W16252004781 @default.
• W1625200478 hasRelatedWork W11547764 @default.
• W1625200478 hasRelatedWork W138358181 @default.
• W1625200478 hasRelatedWork W1514561371 @default.
• W1625200478 hasRelatedWork W1527559773 @default.
• W1625200478 hasRelatedWork W19298028 @default.
• W1625200478 hasRelatedWork W194376015 @default.
• W1625200478 hasRelatedWork W1997358072 @default.
• W1625200478 hasRelatedWork W2006565681 @default.
• W1625200478 hasRelatedWork W204004970 @default.
• W1625200478 hasRelatedWork W2070174024 @default.
• W1625200478 hasRelatedWork W2087876438 @default.
• W1625200478 hasRelatedWork W2157882977 @default.
• W1625200478 hasRelatedWork W253230415 @default.
• W1625200478 hasRelatedWork W2594998669 @default.
• W1625200478 hasRelatedWork W39125475 @default.
• W1625200478 hasRelatedWork W81138255 @default.
• W1625200478 hasRelatedWork W84145846 @default.
• W1625200478 hasRelatedWork W90614567 @default.
• W1625200478 hasRelatedWork W94575788 @default.
• W1625200478 hasRelatedWork W94841306 @default.
• W1625200478 hasVolume "2" @default.
• W1625200478 isParatext "false" @default.
• W1625200478 isRetracted "false" @default.
• W1625200478 magId "1625200478" @default.
• W1625200478 workType "article" @default.