SCHOOL COUNSELING OF EXCEPTIONAL STUDENTS
COUNSELING 613-01
Fall 2010
Wednesdays 6:15 – 9:00
Instructor:
Office:
Phone:
Fax:
Email:
Office Hours:
Don Fleming, Ph.D.
234 Hull Education Building
434-395-2258
434-395-2148
flemingdc@longwood.edu
Tuesday & Thursday – 2 p.m. to 3:30 p.m.
Wednesday – 4:30 p.m. to 5:30 p.m.
Catalog Description: A detailed study of the major aspects of counseling students who are exceptional
(social, physical, mental, emotional, and gifted). Heavy emphasis is place on continuing life adjustment.
Three credits.
Text: Annual Editions: Educating Exceptional Children, 2006-07. Guilford, CT: McGrawHill/Dushkin.
Course Objectives: In keeping with the outcome of Educators as Reflective Citizen Leaders, through
written assignments, class discussions, class presentations, and objective examinations, the successful
student will be able to show evidence of the following objectives.
*Professional Teacher Outcomes:
V1 – Educators as Reflective Citizen Leaders
1 – Plan for Instruction / Intervention
2 – Implementation and Management of Instruction
3 – Evaluation and Assessment
4 – Knowledge of Subject
5 – Classroom Behavior Management
6 – Communication Skills
7 – Professional Responsibilities
8 – Technology
9 – Diversity
Knowledge:
1.
2.
3.
4.
5.
Describe the characteristics and prevalence of exceptional individuals and their education, placing
emphasis on the psychological, medical, and sociological aspects of disabilities. *(V1, 1,3,4,5,7)
Demonstrate evidence of understanding terms and foundations of special education. *(V1,4,6,7)
Evidence familiarity of current issues and trends related to working with exceptional students.
*(V1,4,5,7,9)
Demonstrate knowledge of the rights of students with disabilities. *(V1,4)
Demonstrate knowledge of issues of bias in assessment of exceptional students. *(V1,4,7)
Skills:
1.
2.
3.
Demonstrate an understanding of common methods and approaches for working with exceptional students.
*(4,6,7,9)
Demonstrate a working knowledge of strategies for accommodating diverse students in educational
settings. *(4,6,7,9)
Evidence of knowledge in obtaining electronic data on special education resources. *(V1,4,9)
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
1
Dispositions:
1.
2.
Demonstrate an understanding and appreciation for the diverse potential of all students. *(V1,1,3,4,5,6,7,9)
Demonstrate an understanding and appreciation of the role of cultural diversity in working with exceptional
children, their parents, their teachers, and other school personnel. *(V1,4,5,6,7,9)
3. Demonstrate understanding of the significant role the counselor plays in dealing with a variety of students
with exceptional needs. *(V1,4,6,7,9)
4. Demonstrate an appreciation for the development of a counseling environment where all students and
parents are valued for their individual worth. *(V1,7,9)
5. Appreciate an understanding for creating a counseling climate where students may develop their individual
potential for academic, social, and vocational success. *(V1,7,9)
Philosophy of the Instructor: Although this course does not require a survey of exceptional students text,
students are expected to secure a copy of an introduction to special education textbook that will be used to gain
understanding of the categories of exceptionality. This course will allow students to continue practicing their
counseling skills as they relate to students, parents, and teachers who are involved with the
education of exceptional students. As a graduate student, you are expected to come to class prepared to be involved
in class discussions, presentations and group activities.
Class Schedule and Course Content Outline:
Date
Topics
Assignments Due**
August 29
September 5
Orientation and Course Overview
Introduction to Exceptionality
Unit 1 – Inclusive Education*
Mental Disability
Unit 2 – Early Childhood*
Mental Disability
Unit 5 – Developmental Disabilities*
Learning Disabilities
Unit 3 – Learning Disabilities*
Learning Disabilities
Journal Articles / Reviews
September 12
September 19
September 26
October 3
October 10
October 17
October 24
October 31
November 7
November 14
November 21
November 28
December 5
December 12
Emotional Disorders/Behavioral Disorders
Emotional Disorders/Behavioral Disorders*
Exam 1
Hearing and Visual Impairments
Unit 7 – Vision and Hearing Impairments*
Physical Impairments
Unit 8 – Multiple Disabilities*
Physical Impairments
Unit 9 – Orthopedic and Health Impairments*
Communication Disorders
Unit 4 – Speech and Language Impairments*
Thanksgiving Holiday
Gifted Students
Unit 10 – Giftedness*
Transition
Unit 11 – Transition*
Examination
Computer Search
Parent Interview
Simulated Counseling Practice
Skills
No Class
Counseling Strategies Paper
*Indicates assigned readings from text.
**Class presentation due as scheduled.
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
2
Course Requirements and Evaluation:
COURSE ASSIGNMENTS
1. Class participation and assigned readings.
(Each student is expected to stay abreast of the reading assignments
and to actively participate in class discussions.)
2. Journal Articles / Reviews.
Read and summarize two professional journal articles on counseling
exceptional children. A professional journal is a refereed publication
by a professional association and can be found in an educational
library. Usually, it cannot be purchased across the counter. Be
prepared to discuss one of your articles in class. Articles must be
taken from journals published within the last five years. The
following format is to be used:
 Complete bibliographic information including author, title
of the article, title of the professional journal, publication
date, and page numbers of the article;
 Summary of the article;
 Analysis of the article (e.g., strengths and weaknesses); and,
 Specific applications to your professional work.
DUE DATE
VALUE
10 points
October 3
20 points
October 10
20 points
October 24
24 points
Articles must be submitted with reviews.
3. On-line computer search.
Students will surf the net for at least ten (10) resources with
available information on disabilities and counseling students with
disabilities. Prepare a one-two page summary of your findings to be
shared with the class.
4. Parent Interview.
Each student is required to interview a parent of a child with a
disability. A written report (three pages) should be the final
product. The focus of your interview is the personal experience of
rearing a child with a disability. Particular emphasis should be given
to understanding the extent to which the interviewee feels that
his/her child has experienced equal access or differential treatment.
An effort should be made to use your counseling skills to probe for
how the person actually thinks about issues and gets beyond the
“appropriate” or expected response. If your interviewee uses a
hypothetical example, ask her/him to provide specific instances and
gently probe to gain a better understanding.
Assure your interviewee that this is a learning activity for a graduate
class that is attempting to better understand the experience of rearing
children with disabilities and all information will be completely
confidential. No full names (first and last) or other identifying
information should be used in summarizing the findings of this
interview.
Prepare a three page typed, double-spaced report summarizing the
interview that includes a brief description of the person with the
disability/family, relevant characteristics of the environment, extent
and type of services provided by school or other agencies, and key
issues raised in the interview. Find out about the home environment.
How does the child fit in? Ask questions about rearing a child with a
disability. What are the skills needed? Stressors? What are the
parents likes and dislikes about the education that his/her child is
receiving? What dreams does the parent have for his/her child?
What role would the parent visualize for the school counselor in
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
3
working with his/her child? Finally, write about anything else you
might deem important. Include your reactions and at least three
implications for school counselors (how this information is
beneficial to you). Be prepared to discuss your findings in class.
5. Simulated counseling skills practice.
Prepare a counseling scenario (1/2 –1 page) for role-playing that
deals with counseling exceptional students, their parent(s), or their
teachers. This is a creative assignment designed to have you think
about counseling exceptional students and will be used for simulated
practice in class.
6. Counseling strategies paper.
Develop a comprehensive paper (8 – 10 double spaced pages, APA
style) on four of the areas of exceptionality. References should be
within the last five years. For each category, include:
 a definition of the disabling condition, including
educational and behavioral characteristics
 population prevalence
 causes or etiology
 counseling implications and techniques (at least 3 for
each).
The paper should include an introduction, a conclusion, and at least
four references. Finally, include a section on how this paper adds to
your educational knowledge as a counselor.
7. A class presentation on one area of exceptionality.
You are to interview a professional educator who works in the
selected area and report to the class on your findings. Examples of
professional educators include: exceptional education
coordinator/director, transition service coordinator, and vocational
education coordinator. You are also required to bring the class an
activity that will enhance the learning of the students in that
area.
8. Two exams based on course content.
October 31
10 points
November 28
36 points
Due as scheduled
20 points
October 17
December 12
25 points
each
Course Evaluation:
Class participation and assigned readings
Professional journal articles
Computer on-line search
Parent interview
Simulated counseling scenario
Counseling strategies paper
Educator presentation
Exams
10 points
20 points
20 points
24 points
10 points
36 points
20 points
50 points
Total
190 points
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
4
Grading Scale:
190 – 176 =
175 – 156 =
155 – 139 =
138 or below =
A (92% + above)
B (91% - 80%)
C (79% - 70%)
F
Course Format:
The format of this class will include lectures, class discussions, group activities, presentations, guest
lectures, and viewing of videotapes relative to course topics. You should come to class prepared to be involved.
You will be expected to actively participate and share how the learning relates to your educational goals.
Class Policies and Announcements:

All work in this course is governed by the Longwood Honor System for Graduate Programs. See the
current edition of the Longwood Graduate Catalog for details.

Assignments are due as scheduled. Points will be deducted for work submitted after the due date. No
assignments will be accepted more than one week past the scheduled due date.

Assignments are expected to be free from grammatical errors and misspelled words. Points will be
deducted for assignments submitted that contain more than two errors.

It is expected that all assignments will be typed and will be of graduate student quality. Points will be
deducted for assignments that do not meet this standard.

Attendance at all classes is expected. Absences totaling 10% of the class meetings will result in lowering
grade one letter grade. Excessive absences (25% or above) will result in a failing grade.

Any student who feels that she or he may need accommodations based on a disability should make an
appointment to see me during office hours.
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
5
Bibliography
Baruth, L. and Manning, M. Multicultural Counseling and Psychotherapy. (1998). New York: Macmillan.
Canfield, J. and Wells, H. 100 Ways to Enhance Self-concept in the Classroom. (2000). Englewood Cliffs, NJ:
Prentice Hall.
.
Carson, J. and Lewis, J. (Eds.) Counseling the Adolescent. (1988). Denver: Love Pub. Co.
Hallahan, D. and Kauffman, J. Exceptional Children. (2000). Englewood Cliffs, NJ: Prentice Hall.
Hardman, M., Drew, C., Egan, M., and Wolf, B. Human Exceptionality. (1998). Needham Heights, MA: Allyn
and Bacon.
Haring, N. and McCormick, L. (Eds.) Exceptional Children and Youth. (1999). Columbus, OH: Merrill.
Jones, R. Reflections on Growing Up Disabled. (1985). Reston, VA: Council for Exceptional
Children.
Smith, T.E.C., Dowdy, C.A., Polloway, E.A. and Blalock, G.E. (1997). Children and Adults with
Learning Disabilities. Needham Heights, MA: Allyn Bacon.
Stewart, J. Counseling Parents of Exceptional Children. (1986). Columbus, OH: Merrill.
Sue, D. and Sue, D. Counseling the Culturally Different. (2003). New York: John Wiley & Sons.
Thompson, C. and Rudolph, L. Counseling Children. (1998). Pacific Grove, CA: Brooks/Cole.
Helpful Journals
American Education Research Journal
Childhood Education
Education Digest
Educational Leadership
Exceptional Children
Gifted Child Quarterly
Journal of Counseling and Development
Journal of Counseling Psychology
Journal for the Education of the Gifted
Journal of Mental Health Counseling
Journal of Multicultural Counseling and Development
Journal of School Psychology
Journal of Special Education
Phi Delta Kappan
Psychology in the Schools
Rehabilitation Counseling Bulletin
Remedial and Special Education
Teaching Exceptional Children
The School Counselor
Elementary School Guidance and Counseling
(Note: All journals may not be available in the Longwood library.)
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
6
Counseling Strategies Paper Rubric
CRITERIA
UNMET – 1
Introduction
No evidence of statement
of topic, questions of
investigation, or points of
view of differing
explanations proposed in
the research.
Definition of
Disabling
Condition
Population
Prevalence
Definition is inaccurate and
difficult to understand.
Causes/Etiology
Does not address causes for
each category.
Counseling
Implications
PARTIALLY MET – 2
MET – 3
Statement of topic,
questions of investigation,
or points of view of
differing explanations
proposed in the research
are vaguely stated and
there is little evidence of
such.
Definition is accurate yet
difficult to understand.
Serves as a prologue and
presents clear, concrete
statement of topic,
questions of investigation,
and points of view of
differing explanations
proposed in research.
Presents 7 or less
counseling implications.
Partially addresses
percentages but not for
each category discussed.
Presents some causes, yet
is unclear in articulating
them.
Presents 8 – 11
implications
Conclusions
Conclusions are illogical
and do not fit data
presented.
Conclusions contain 1 – 2
errors. Summarization of
data is weak.
Application of
information to
educational
knowledge
Not presented.
Presents 1 – 2 or reflective
and thoughtful examples on
how the information gained
through this project has
affected their educational
knowledge.
References
1 or 2 references are cited
in bibliography.
Three references are cited
in bibliography.
Writing
organization
Writing is not well
organized and difficult to
understand.
Paper contains many (more
than 5) spelling, syntax, or
sentence construction
errors.
Paper is less than 5 pages in
length or is not doublespaced or typed.
Paper not submitted within
time required.
Writing is organized but is
difficult to follow and lacks
cohesion.
Paper contains 3 to 5
spelling, syntax, and
sentence construction
errors.
Paper is 5-7 pages in
length, or is not doublespaced or typed.
Paper submitted no more
than one week beyond
deadline
Identifies relevant
percentages of each
category discussed.
Identifies and clearly
articulates causes of each
category.
Presents at least 12
implications (3 for each
category).
Draws accurate
conclusions and
summarizes data
accurately.
Student is able to present
3 or more reflective and
thoughtful examples on
how the information
gained through this
project has affected their
educational knowledge.
Four or more references
published within the last
5 years are cited in
bibliography.
Writing is well organized,
logical and sequential.
Writing
mechanics
Technical
requirements
Paper
submission
Does not address
prevalence percentages.
Total:
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
SCORE
EARNED
Definition is accurate and
clear.
Paper is well written.
Spelling, syntax, and
sentence construction are
correct.
Paper is 8-10 pages in
length, double-spaced,
and typed.
Paper submitted by due
date.
/36
7
PROFESSIONAL EDUCATOR
ORAL PRESENTATION RUBRIC
EDUC 613
Item
Accuracy of
information
Implications for
guidance
counselors
Interview
Class activity
Unmet (1 – 2)
Inaccurate and
incomplete
information is
presented.
Presented 1-2 ways
information learned
affects the work of
the guidance
counselor.
Presented 3 or less
items of information
learned from the
interview.
Little involvement of
class members.
Partially Met (3)
Met (4-5)
Information is accurate
but not thorough.
Information is
accurately presented
and thorough.
Presented at least 3 ways
information learned
affects the work of the
guidance counselor.
Presented 4-5 ways the
information affects the
work of the guidance
counselor.
Presented 4-5 items of
information gleaned
from the interview.
Presented at least 6
items of information
gleaned from the
interview.
Students showed
interest and participated
with enthusiasm.
Students showed
interest.
Total
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
Score
Earned
/20
8
Parent Interview Rubric
Criteria
Unmet – 1
Describes
subjects’
disability,
family
characteristics
Is unable to clearly
describe subject’s
disability or family
characteristics
Skills needed
for working
with disability
No evidence of probing
interviewee to
determine skills needed
Counseling
publications
Does not present ways
information learned
affects the work of the
school counselor
Writing
organization
Writing is not well
organized and difficult
to understand
Writing
mechanics
Paper contains many
(more than 5) spelling,
syntax, or sentence
construction errors
Paper is less than 2
pages in length or is not
double spaced or typed
Paper is submitted
more than one week
late
Confidential
information is
presented
Technical
requirements
Paper
submission
Respects
confidentiality
of subject(s)
Total
Partially Met – 2
Describes family
situation or subject’s
characteristics but is
unable to make
connections between
the two.
Some evidence of
probing is evident but
does not present a
clear picture
Presents at least 1-2
ways information
learned affects the
work of the school
counselor
Writing is organized
but is difficult to
follow and lacks
cohesion
Paper contains 3-5
spelling syntax, and
sentence construction
errors
Paper is 2 pages in
length, or is not double
spaced or typed
Paper is submitted no
more than one week
beyond deadline
Some identifying
information is
presented
Guidance and Counseling of Exceptional Students Educ 613-01
Fall 2007
Don Fleming,Ph.D.
Met – 3
Score
Earned
Clearly describes
family situation and
how subject fits into
family
Evidence exists that
probing interviewee
occurred to determine
relevant information on
skills needed for
working with subject in
family
Presents 3 or more
ways the information
affects the work of the
school counselor
Writing is well
organized, logical and
sequential
Paper is well written.
Spelling, syntax, and
sentence construction
are correct.
Paper is 3 or more
pages in length, double
spaced, and typed
Paper is submitted by
due date
Identifying information
is limited
/24
9