ERIC EJ1099647: School Counselors Role in College Readiness for Students with Disabilities

2015·0.11 MB·English

by  ERIC

behavioral interventions for emotional and School Counselors Role in College Readiness for Students with
behavioral disorders. New York, NY: The Disabilities
Guilford Press.
Michell Temple, Jon Roy, Ty Gonder, and Julia Whisenhunt
Moss, R. C., & Davis, D. (2008). Counseling
University of West Georgia
biracial students: A review of issues and
interventions. Journal of Multicultural Authors Note
Counseling and Development, 36(4), 219-
230. Michell Temple, Jon Roy, Ty Gonder, and Julia Whisenhunt, College of Education, De-
partment of Clinical and Professional Studies, University of West Georgia.
Nishimura, N. J. (1995). Addressing Correspondence concerning this article should be addressed to Michell Temple, College
the needs of biracial children: An issue of Education, Department of Clinical and Professional Studies, University of West Geor-
for counselors in a multicultural school gia, 1601 Maple Street, Carrollton, GA 30118. Email: [email protected]
environment. School Counselor, 43(1),
52-57.
Abstract of high school graduates, who might
Pedrotti, J., Edwards, L. M., & Lopez, S.
This article discusses the importance have intentions to attend college, are not
J. (2008). Working with multiracial clients
of the professional school counselors’ academically prepared for the rigor of
in therapy: Bridging theory, research,
participation in the development of postsecondary education (Conley, 2007).
and practice. Professional Psychology:
self-determination skills students with For students who are admitted to college,
Research and Practice, 39(2), 192-201.
disabilities need to transition from high many come to quickly discover a significant
doi: 10.1037/0735-7028.39.2.192
school to college. An intervention is gap between the skills and knowledge they
proposed to guide high school counselors’ learned in high school versus what their
Wardle, F. (1998). Meeting the needs of
involvement. Strategies to promote college college or university expects them to know.
multiracial and multiethnic children in
readiness through the development of skills As a result, a high percentage of first year
early childhood settings. Early Childhood
associated with self-determination (i.e., college students find themselves enrolled
Education Journal, 26(1), 7-11.
self-awareness, identifying social supports, in non-credit bearing remedial courses with
and effective social skills) are offered. percentages as high as sixty percent in
Wardle, F. (2000). Multiracial and
Implications for school counseling practice public two-year colleges (Shulock, 2010)
multiethnic students: How they must
are discussed. and twenty-five percent in four-year
belong. Multicultural Perspectives, 2(4),
colleges and universities (McCarthy & Kuh,
11-20.
Keywords: self-determination, students 2006). Consequently, taking remedial
with disabilities, college readiness, school courses and not being prepared for college
Winn, N., & Priest, R. (1993). Counseling
counselors can bring about undue stress, broken
biracial children: A forgotten component of
dreams and an increased likelihood of a
multicultural counseling. Family Therapy:
School Counselors Role in College student dropping out of college during the
The Journal of the California Graduate
Readiness for Students with first year (McCarthy & Kuh, 2006). The
School of Family Psychology, 20(1), 29-36.
Disabilities lack of college readiness among college
In the United States, graduating from students has become a major challenge for
high school and completing some level of secondary and post-secondary institutions.
post-secondary education is increasingly
becoming a prerequisite for success These challenges surrounding college
in terms of employment, salary and readiness are even greater for students
career choice (Gwynne, Lesnick, Hart, & with disabilities (SWDs). Whereas college
Allensworth, 2009). However, the majority readiness has traditionally been determined
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through academic achievement, GPA and disability, understand their educational for SWDs in postsecondary education with disabilities. Additionally, the review
specific scores on standardized tests such needs, and interact effectively with their and employment (American Institutes of literature identifies factors that support
as the SAT and ACT, what constitutes professors (Janiga & Costenbader, 2002). for Research, 2013). Additionally, SWDs college completion and the role of self-
college readiness for students with Hamblet (2014) describes students who who leave high school with enhanced determination in college readiness and
disabilities is usually more comprehensive. are aware of their learning strengths self-determination skills are more likely, completion.
Many SWDs face unique challenges to and weaknesses as “better prepared when compared to their peers who have
college readiness that are outside the to make good decisions with regard to not learned to be self-determined, to be Defining College Readiness
realm of academics (American Institutes accommodations once they get to college” employed or attend a post-secondary Milsom and Dietz (2009) conducted a
for Research, 2013). For example, (p. 57). institution one year after graduation Delphi study in which they surveyed
college readiness for SWDs may involve an (Wehmeyer & Palmer, 2003). Students 29 experts (e.g., special education,
additional focus on social and emotional However, the reality for many SWDs is that with disabilities need the support and post-secondary education, and school
learning skills, such as self-determination their parents have served as their primary assistance of school personnel, along with counseling) regarding students with
and self-advocacy skills (Izzo & Lamb, decision makers, problem solvers, and family and the community, to develop the disabilities and their college readiness.
2002; Janiga & Costenbader, 2002; advocates for their K-12 education (Izzo necessary skills and resources to help The participants identified 89 college
Field, Sarver, & Shaw, 2003). These & Lamb, 2002; Janiga & Costenbader, them become college ready. readiness characteristics. After applying
interpersonal and intrapersonal skills 2002). Students in K-12 are often do Delphi methodology, the list was eventually
have been linked to positive post-school not lead the development of their goals Professional school counselors are in a key reduced to four areas of college readiness
outcomes for SWDs (Cobb & Alwell, in their Individual Education Plan and role to assist students, including SWDs, necessary for students with disabilities
2007). More specifically, developing self- Transition Plan. If students are involved in preparing for the transition from high beyond the expected academic preparation
determination skills in SWDs is important to in making their own decisions, many school to college. The American School expected of all students. These areas
accessing post-high school opportunities, students make uninformed goals based on Counselor Association (ASCA, 2005) include self-awareness, social supports,
including both attending college and assumptions about life after high school suggests that, through individual planning social skills and self-determination, which
entering the workforce (Bremer, Kachagal, (American Institutes for Research, 2013). interventions, school counselors are in includes the subcategories of autonomy
& Schoeller, 2003; American Institutes for Parents and teachers, intentionally or not, the best position to assist students and and self-advocacy.
Research, 2013). tacit decisions to exclude students from parents in identifying necessary resources
knowledge of their disability may also be to help students achieve success in school Self-awareness refers to the knowledge
Colleges require students with disabilities lower the expectation for positive outcomes and in the future. ASCA supports their students have of their disability. It includes
to initiate and facilitate academic after high school (Izzo & Lamb, 2002). assertion with its “Mindsets & Behaviors an understanding of their physical needs
accommodations under the Americans with SWDs who are not encouraged to make for Student Success” which are student and the educational accommodations and
Disability Act, as Amended (2008), and decisions have lower self-esteem and feel competencies with corresponding behavior modifications which may be necessary for
Section 504 of the Rehabilitation Act of less control over their lives, compared learning strategies self-management skills, their academic success (Milson & Dietz,
1973 (Cory, 2011; Heyward, 2011). SWDs to those do make their own decisions and social skills based on researched best 2009). Social supports are the important
are advised by secondary educators and (Bremer et al., 2003; Izzo & Lamb, 2002). practices (ASCA, 2014). With their unique interpersonal and intrapersonal networks,
parents to request accommodations from Unsurprisingly, many SWDs who enter into training, expertise, access to resources, which strengthen and support students
the college’s office of student disability college are unprepared to demonstrate and commitment to serving all students, with disabilities. College readiness
services. If accommodations are identified, the necessary self-determination skills school counselors can be a substantial involving social skills are the mechanisms
students are then instructed by disability necessary for college success (Field, benefit for SWDs in their preparation and through which relationships needed for
services personnel to interact with faculty Sarver, & Shaw, 2003). transition to college (Erford, House, & success are created and maintained. The
to notify them of their eligibility of approved Martin, 2003). last area of college readiness is self-
accommodations in order to utilize the Self-determination is a broad concept that determination, which is comprised of
accommodations in a class (Janiga & encompasses a wide range of life skills Literature Review autonomy and self-advocacy. Autonomy
Costenbader, 2002). This requirement such as self-advocacy, self-awareness, The review of literature that follows defines refers to taking personal responsibility
assumes that SWDs enter into college personal responsibility, problem solving, college readiness from the perspective for one’s actions. Self-advocacy is the
equipped with the interpersonal and and decision-making, (Bremer et al., of school personnel, higher education ability to represent one’s own interest. The
intrapersonal skills needed to discuss their 2003). Such skills are viewed as critical disability services personnel, and students results of the Delphi study emphasized the
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significance of preparing SWDs in these post-secondary education, the researchers implement classroom accommodations, multiple courses with competing deadlines,
psychosocial areas as requirement for conducted focus groups with 59 student physical accessibility of buildings and communicate their accommodation
successful college readiness for SWDs participants and interviewed six disability transportation, and financial assistance needs to faculty, and to complete college.
(Milson & Dietz, 2009). services coordinators. The results of this as major barriers to college completion Four specific personal and social skills
study included three themes identifying (Garrison-Wade, 2012). have been identified as critical to college
Four Factors that Support College factors that inhibited or enhanced readiness of SWDs. These include self-
Completion students’ likelihood of postsecondary Implications for Practice awareness, social supports, social skills,
One component of being ready for college success. These three themes included: (a) Studies consistently show that college and self-determination (Milsom &Dietz,
involves knowing what it takes to be capitalizing on student self-determination readiness and successful completion for 2009).
successful in college as a student with a skills, (b) implementing formalized SWDs involves more than just academic
disability. In an investigation of factors and planning processes, and (c) improving preparation (Milsom & Dietz, 2009; Barber, School counselors in high schools
characteristics associated with successful postsecondary support (Garrison-Wade, 2012; Stodden, Jones & Chang, 2002; are primed to equip SWDs with
college completion by SWDs, Barber (2012) 2012). Field, et al., 2003; Cobb & Alwell, 2007; the intrapersonal and interpersonal
interviewed 20 SWDs who had successfully Wehmeyer & Palmer, 2003). With the skills described above through the
completed their college education program The theme of capitalizing on student self- passage of the Individuals with Disabilities implementation of a four-year self-
within the past four years. Student determination emphasized students’ belief Education Act of 1990, it is required that all determination intervention plan. It is a
participants received accommodations for that a key to their success was taking SWDs have a transition plan by the age of natural fit for school counselors to facilitate
a variety of disabilities, including physical, personal responsibility (Garrison-Wade, 16 that addresses students’ postsecondary individual and group counseling strategies
emotional, and cognitive disabilities, while 2012). For students, responsibility meant goals. These plans may not readily identify to help SWDs develop the skills they need
attending their college program. The setting personal high expectations, and and outline goals to prepare SWDs to to be successful in college and throughout
study identified several key factors that taking the necessary actions to meet those meet the intrapersonal and interpersonal their life. The proposed intervention
were determined to be helpful to college expectations despite low expectations set demands of college (American Institutes for presumes that school counselors have
completion. These factors included access by others such as family and teachers. Research, 2013) nor are special education the type of schedules and administrative
to a mentoring relationship while at college, Students indicated they needed to know teachers the most appropriate professional support necessary to implement this
perseverance and determination, a positive about their disability and also be willing to aid students in the development of program. We suggest a collaborative effort
attitude in addition to work experience, and to self-advocate. Secondly, the theme these self-management and social skills. between counselors, special education
legally mandated accommodations (Barber, of implementing a formalized planning Professional school counselors seem to be teachers, relevant agencies, and families
2012). These important characteristics process indicated that students and untapped resource to positively influence to ensure the skills are appropriately
associated with college completion are disability services coordinators believed these students’ college readiness. developed, practiced, and reinforced.
enhanced by students who have well- that secondary education inadequately School counselors can use available
developed self-determination and advocacy prepared SWDs to transition into The literature supports the development resources to plan and evaluate students’
skills (Barber, 2012). postsecondary education. Students also of social and emotional learning skills level of skill development throughout
stated they were ill prepared to assist in associated with self-determination and high school (See Appendix A for Self-
Role of Self-determination in College the facilitation of their accommodations. self-advocacy as critical components to determination Online Resources).
Readiness and College Completion Disability Services coordinators echoed positive post-school outcomes for SWDs
Self-determination seems to influence students’ latter perceptions, reiterating the (Milson & Dietz, 2009; Barber, 2012; Izzo Description of Intervention
a variety of factors, including social and need for a formalized transition planning & Lamb, 2002.; Janiga & Costenbader, We propose a series of interventions
emotional skills that contribute to SWDs’ process. 2002). School counselors are specifically designed to move SWD’s from self-
college readiness and successful college trained to assist students to develop aware ninth graders, to self-determined,
completion. A case study conducted by Finally, the theme of improving critical thinking skills, time management high school graduates who are ready
Garrison-Wade (2012) examined SWDs secondary support provided focus to and organization skills, use effective for college. Each year the intervention
perceptions of the services they received areas of weaknesses of institutions written and verbal communication, and strives to enhance SWDs’ self-awareness,
in college. In an effort to develop a clearer in welcoming and supporting SWDs. identify long and short term personal goals social supports, social skills, and self-
understanding of what it takes to better Students highlighted the lack of (ASCA, 2014) . SWDs could use these determination.
prepare SWDs for positive outcomes in instructors’ knowledge and ability to skills in college to problem solve, manage
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Ideally, by the end of the ninth grade, would encourage SWDs to develop social within the target areas of the intervention. a strength board. Components of the
SWDs will have a better understanding skills. School counselors could facilitate The rubric could be used to share feedback community service project might include
of their disabilities and after high school dyad and group sessions to teach and on SWDs progress throughout the year. SWDs exploring careers learning how to
aspirations. Counselors could facilitate practice professional, academic, and The intervention would culminate with manage stress and identify their strengths
activities that heighten students’ self- social interactions. Topics for sessions SWDs taking responsibility for final IEP, during the project. SWDs could benefit
awareness and self-management. could include assertiveness, problem which includes transitional goals for from a written or verbal reflection on the
Topics or activities might include stress solving, self-disclosure, and discussing college. transferability of their identified strengths to
management, learning styles, and disability accommodation needs. School achieve academic goals. This activity could
volunteerism, and academic opportunities counselors could facilitate dyad and group Discussion evolve into students exploring the breadth
(Bremer et al., 2003). As students become sessions to teach and practice the social In this article, the authors have provided of differences between high school and
aware of their personal and academic skill skills. School counselors could collaborate an overview of an intervention that college, including registering for classes,
sets, school counselors could collaborate with special education teachers to allow professional school counselors can use disability accommodations, applicable
with teachers to promote use of these SWDs participate in the coordination and to help students with disabilities develop federal laws, funding, and potential career
strengths. Students might be encouraged facilitation of the Annual Case Conference skills to prepare for and complete college opportunities for graduates.
to create a journal, portfolio, or multimedia (Izzo & Lamb, 2002; Bremer et al., 2003). learning. These skills include self-
project to record their personal and SWDs would exit the eleventh grade with awareness, self-advocacy, and social Other key figures, such as teachers,
academic success related to greater self- sufficient social skills to embark on the skills. Throughout the implementation other school personnel, families, and
awareness and identification and use of student-centered objective of the twelfth of this intervention, school counselors community members, influence SWDs’
strengths. grade intervention. may need to consider how each strategy college readiness (Milson & Dietz, 2009;
implemented builds SWDs’ self-confidence Garrison-Wade, 2012). School counselors
Beginning in tenth grade, the school Self-determination “is not achieved simply and motivation (Milson & Dietz, 2009; may also consider embedding ongoing
counselor would focus on making informed because an individual has certain requisite Garrison-Wade, 2012; Barber, 2012). self-assessments by SWDs and periodic
decisions. Specifically, school counselors knowledge and skills; it is also important feedback from the key figures on SWDs’
would help SWDs extend their support that key people and institutions in the Per Milson and Dietz (2009), SWDs’ ability to exhibit key self-determination
system beyond their families and traditional person’s life provide a context conducive awareness of their disability and skills such as self-confidence, self-
school personnel. By collaborating to self-determi¬nation” (Bremer, et al., corresponding effective academic awareness, self-advocacy, problem solving
with the special education teachers 2003, p. 1). Throughout the twelfth accommodations are components of and goal setting. The combined ongoing
and families, the counselor could help grade year, school counselors would college readiness. However, Garrison-Wade feedback from students and key figures
students identify an academic or extra- strive to provide SWDs with meaningful (2012) and Barber’s (2012) findings imply would provide meaningful information for
curricular goal to include in students’ IEP and supportive learning opportunities to that SWDs perceive that they are held to identifying likely strengths and challenges
or transition plan (Izzo & Lamb, 2002). demonstrate self-determination. At the lower academic standards and post- high to the students’ development of self-
School counselors could facilitate individual start of the twelfth grade year, school school expectations than their peers. determination. The IEP team would then
counseling strategies to guide SWDs to counselors would advocate for SWDs School counselors are advised to prepare modify aspects of the intervention (e.g.,
other resources that could aid in current serve in a leadership role for the final IEP for this resistance. School counselors classroom instruction, IEPs, transition
and future success. Through ongoing meeting (Bremer et al., 2003; Izzo & Lamb, could introduce the intervention with plans) to meet the individual student’s
sessions, counselors could assist SWDs 2002). School counselors could design activities that challenge students’ negative needs. The responsive nature of ongoing
in accessing such resources through the individual and group counseling sessions to perspective and promote a positive attitude feedback would also serve as a mechanism
use of effective communication, problem prepare SWDs for the task. The individual about themselves, their disability, and for school counselors to negotiate
solving, and decision making skills. The sessions could include career exploration the use of academic accommodations possible resistance from SWDs. The team
tenth grade year could culminate with and planning activities to incorporate into (Barber, 2012). For example, during approach would likely garner support for
SWDs conducting a meeting to propose SWDs’ Transition Plan (Izzo & Lamb, 2002). the ninth grade year, counselors could SWDs success and promote proactive
a goal or activity to include in their IEP or Group counseling sessions could include encourage students’ self-awareness development of individualized strategies.
Transition plan. mock IEP meetings. Additionally, school and self- confidence through a group The approach also shares the responsibility
counselors would provide the IEP team with community service project in conjunction of the intervention outcomes with key
In the eleventh grade, school counselors a rubric to describe SWDs effectiveness with an individual intervention of creating figures and strive to prepare students
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with disabilities to request and facilitate counselors were to make a referral to the with Disabilities: What factors influence Garrison-Wade, D. (2012). Listening to
accommodations to benefit from the goods service coordinator at the student’s new successful degree completion? A Case their voices: Factors that inhibit or enhance
and services offered on a college campus. school, this may increase the student’s Study. Disability and Work. postsecondary outcomes for students with
senses of being belonging and security, disabilities. International Journal of Special
The need for effective self-determination thereby helping to diminish some of the Bremer, C., Kachgal, M., & Schoeller, Education, 27(2), 113-125.
skill development in high school is critical, students’ apprehension regarding working K. (2003,April). Self-determination:
because college students with disabilities with a new professional and requesting Supporting successful transitions. National Gwynne, J., Lesnick, J., Hart, H. M., &
are expected to take responsibility for services. Center on Secondary Education and Allensworth, E. M. (2009, December). What
their learning through the facilitation of Transition. Retrieved from http://www. matters for staying on-track and graduating
their academic accommodations. School School counselors unique training have ncset.org/publications/researchtopractice/ in Chicago Public Schools: A focus on
counselors and key figures should prepare prepared them to collaborate with special NCSETResearchBrief_2.1.pdf students with disabilities. Chicago, IL:
SWDs to talk with their college faculty education teachers, school psychologists Consortium on Chicago School Research,
regarding classroom accommodations. and other Individual Education Program Cobb, B., & Alwell, M. (2007). Transition University of Chicago.
SWDs may have to state their needs team members in the effort to prepare planning/coordinating interventions for
directly and the ways accommodation can students with disabilities to meet the youth with disabilities: A systematic Heyward, S. ( 2011). Legal challenges and
help meet those needs because faculty intrapersonal and interpersonal demands review. Charlotte, NC: National Secondary opportunities. New Directions for Higher
may struggle to understand what they can of postsecondary education. By doing Transition Technical Assistance Center. Education, 154, 55-64. doi:10.1002/
do, specifically, to make accommodations so, school counselors could help SWDs Retrieved from http://www.nsttac.org/ he.434
(see Garrison-Wade, 2012). SWDs may develop not only the skills they need to sites/default/files/assets/pdf/pdf/what_
also need to advocate for themselves to successfully transition to postsecondary works/2c_full_text.pdf Izzo, M., & Lamb, P. (n.d. ) Self-
ensure that they have the appropriate education, but with skills SWDs need Determination and Career Development:
transportation services and campus throughout their lives. Conley, D. T. (2007). The Challenge of Skills for Successful Transitions To
accessibility accommodations (see College Readiness. Educational Leadership, Postsecondary Education and Employment.
Garrison-Wade, 2012). 64(7), 23-29. Retrieved from: http://www.ncset.hawaii.
Cory, R. (2011). Disability services offices edu/publications/pdf/self_determination.
To stay current on post-secondary for students with disabilities: A campus pdf
accommodation practices, school resource. New Directions for Higher
counselors are advised to consult with References Education, 154, 27-36. doi:10.1002/ Janiga, S., & Costenbader, V. (2002).
colleges and universities student disability American Institutes for Research. (2013, he.431 The transition from high school to
services personnel. This may also serve March). Improving college and career postsecondary education for students with
as a means through which to advocate readiness for students with disabilities. Erford, B.T., House, R., & Martin, P. (2003). learning disabilities: A survey of college
for SWDs. Through building professional (Issue Brief). Washington: DC Transforming the school counseling service coordinators. Journal of Learning
relationships with service coordinators profession. Upper Saddle River, NJ: Merrill Disabilities, 35(5), 462-468,479.
at local colleges and universities, school American School Counselors Association. Prentice Hall.
counselors can provide their SWDs specific (2005). The ASCA national model: A McCarthy, M., & Kuh, G. D. (2006). Are
information about the process of obtaining framework for school counseling programs. Field, S. & Hoffman, A. (1994). Students Ready for College? What Student
accommodations at the respective Alexandria, VA: Author. Development of a model for self- Engagement Data Say. Phi Delta Kappan,
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individual service coordinator. As Garrison- (2014). Mindsets and Behaviors for Student Field, S., Sarver, M. & Shaw, S. (2003). Milsom, A., & Dietz, L. (2009). Defining
Wade (2012) suggested, one area in which Success: K-12 College- and Career- Self-determination: A key to success in College Readiness for Students with
colleges and universities can influence Readiness Standards for Every Student. postsecondary education for students with Learning Disabilities: A Delphi Study.
SWDs in succeeding is through helping Alexandria, VA: Author. learning disabilities. Remedial and Special Professional School Counseling, 12(4),
them feel more welcomed and connected Education, 24(6), 339-349. 315-323.
to the university upon admission. If school Barber, P. (2012). College Students
56 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 57
Murray, C., Lombardi, A., & Kosty, D. Ward, M.J. (1996). Coming of age in the
Chicago Public Schools Choose your future 2012 https://www.chooseyourfuture.
(2014). Profiling adjustment among age of self-determination: A historical and
Summer Institute presentations org/resource/k-12-counseling-
postsecondary students with disabilities: personal perspective. In D.J. Sands & M.L. included Self-determination and-advising-2012-summer-
A person-centered approach. Journal of Wehmeyer (Eds.), Self-determination based on the ASCA model institute-presentations
Diversity In Higher Education, 7(1), 31-44. across the life span: Independence and
Wisconsin Department of A 24 page PDF entitled Open- http://sped.dpi.wi.gov/files/
doi:10.1037/a0035777 choice for people with disabilities (pp. 1- Public Instruction ing Doors to Self-Determina- sped/pdf/tranopndrs-self-de-
16). Baltimore: Paul H. Brookes. tion Skills. Designed to provide termination.pdf
Shulock, N. (2010). Beyond the rhetoric: students, teachers, and school
Improving college readiness through Wehmeyer, M.L., & Palmer, S. (2003). Adult counselors with information
coherent state policy. The National Center outcomes for students with cognitive and resources for successful
transition to post-secondary
on Public Policy and Higher Education & disabilities three years after high school:
opportunities.
Southern Regional Education Board. The impact of self-determination.
Education and Training in Developmental
Stodden, R., Jones, M. & Chang, K. (2002). Disabilities, 38, p 131-44.
Services, supports and accommodations
for individuals with disabilities: An analysis
across secondary education, postsecondary
education and employment. Retrieved from
National Center of Youth with Free resource guide available http://www.ncwd-youth.info/
http://www.ncset.hawaii.edu/publications. Disabilities to download ilp/produce-college-and-ca-
reer-ready-high-school-grad-
uates
University of Oklahoma Self-determination assessment http://www.ou.edu/content/
tools with protocol instructions education/centers-and-part-
Source Description Weblink
and instruments nerships/zarrow/self-determi-
American School Counselor Mindset & Behaviors for http://www.schoolcounselor. nation-assessment-tools.html
Association Student Success competen- org/school-counselors-mem-
Heath Resource Center at Guidance and Career Coun- https://heath.gwu.edu/files/.../
cies that are searchable by bers/about-asca/mindsets-be-
George Washington University selor Toolkit a 194 page PDF toolkit.pdf
grade-level. haviors
available free to download
Georgetown Independent Website defines self-determi- http://www.georgetownisd.org/ provides information for the
School District, Texas nation. Provides recommen- Page/535 novice and experienced school
dations on how to promote counselor to support SWDs
self-determination. Resources transition to post-secondary
include decision matrices by opportunities
grade level such as elementa-
ERIC Practical Guide for Teaching http://files.eric.ed.gov/fulltext/
ry, middle, and high school as
Self-Determination is available ED442207.pdf
well as transition
on Eric to download The 186
New Tier High School District Provides 14 downloadable page document is geared
203, Illinois resources such as articles PPT, toward K-12 professionals who
fillable PDF, and workbooks on work with SWDs.
self-determination. An article
entitled Why Is This
Cake on Fire? Inviting Students http://www.newtrier.k12.il.us/
Into the IEP Process by Van page.aspx?id=22614
Dyke, Martin, and Lovett
(2006)
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