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- W175942070 abstract "Public Law 94-142, the 1975 Education for has evolved to the systems and All Handicapped Children Act, stipulates ecology levels to include that children with disabilities must have tions among all members of a family of a an individualized education plan (IEP). child with disabilities (Bailey & The IEP calls for support services, when Simeonsson, 1984; Crnic, Friedrich, & appropriate, including counseling, in adGreenberg, 1983; Turnbull, Summers, & dition to academic services such as resource Brotherson, 1983a, 1983b). room instruction. Public Law 99-457, the The research has tended to be concerned 1986 extension of P. L. 94-142, emphasizes with adaptation to stress, coping, and sup the importance of working with families P°rt mechanisms (Cmic et al., 1983; Dyson in meeting the educational needs of & Fewell, 1986; Gallagher, Beckman, & children with disabilities. Consequently, Cross, 1983; Summers, Brotherson, & over the past 15 years school counselors Turnbull, 1985; Trute & Hauch, 1988; have been asked increasingly to work with Vadasy, Fewell, Meyer, Schell, & Green disabled students and their families. Unberg, 1984) with varying degrees of atten fortunately, school counselors are often ext'on to ^le fam''y as a structural, interac pected to do so without adequate training tive systemNo Previous research has or knowledge of existing research in this Pressed differences in impact on the area. One purpose of this article is to acfamily as a structural, interactive system quaint school counselors with some of the when a chud is born with one or more dis , , , • • v abilities compared to when a child is born recent trends in this research. r" @default.
- W175942070 created "2016-06-24" @default.
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- W175942070 date "1992-01-01" @default.
- W175942070 modified "2023-09-27" @default.
- W175942070 title "The Impact of Congenital and Acquired Disabilities on the Family System: Implications for School Counseling." @default.
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