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• W346793725 abstract "This paper discusses in depth the counseling needs of environmentally handicapped college students, who are generally found in special programs or are admitted under special admissions, and are considered high risks/ by the institutions. No matter how desirable it is to get students through programs quickly, it is also important that students with environmental handicaps cbbe able to compete successfully when they are ready, not when the institution is ready. It is the goal of the counselor to help such students, cognitively and psychologically, to meet such challenges. The author discusses the social, cultural, and intellectual gaps which exist and cause problems between professors and counselors and the environmentally handicapped students. The couselors need to help these students identify goals, make decisions based on those goals, and evaluate realistically the options of movement available to them. Finally, the counselor has an obligation to work for institutional, programmatic, and value changes within the educational system. (Author/PC) DE PitthAtha OF 14EALEtt EDUCATi0F4 WELFARE 1/4ATONAL IFISTsTuTE OF EDucar404 . . %. .A RE 'V re( Prto FrAr.r witt vrrl way . . 1 owl... .r/ 0% A irrr re . r A ow r.ro%, A r ;( of . 1 kf Pte. So' A. A I FAL I.e. .% f .% V11.. Counselors and the Counselin4 Needs of Environmentally Handicapped Students in Higher Education David E. Kapel Temple University For the rory who felt that college was unobtainable, career ladder programs have opened a new avenue for acquiring a college education. This is particularly true for students from the inner-cities of our country. Career ladder-type programs have also meant readjustments and revisions for institutions of higher learning in many areas. For example, same changes have occurred in admissions, program designs, student and institutional expectations, grading, probation, and working with people (community, pvor.essional!;) outside their structure. The general broadening of the social and racial hose of he student body has also been a byproduct of career ladder-type programs. Several such programs are administered by legal educational authorities (school districts) outside of higher education institutions. All Career Opportunity Programs fundod by the United States Office of Education and some Veterans in Public Service Prorir,%ms follow the career ladder model and are part of a public school district administrative structure. Although they deal with one or more institutions of higher learning, their staffing and funding are independent of the colleges or universities involved. Staff r hers in such programs are directly responsible to the school system. Consequently, counselors in these programs are in a rather situ.ltion with re and to the higher education institutions and stel nts. Th unique ::trlents who, if they successfully" @default.
• W346793725 created "2016-06-24" @default.
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• W346793725 date "1974-01-01" @default.
• W346793725 modified "2023-09-27" @default.
• W346793725 title "Counselors and the Counseling Needs of Environmentally Handicapped Students in Higher Education." @default.
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