Teaching Students with Sensory Impairments
Counseling
Eleanor T. Robertson, Ph.D.
Director, School Psychology, Trinity University
I. Developing the Counseling Experience
Counseling is an important service offered to all students, but this
intervention is of special significance for the child with vision impairment. As the
school counselor, you may at first be intimidated by the idea of working with
children with some unique needs. This chapter is intended to offer ideas and
suggestions in the hope that your counseling experience will be helpful for your
student and professionally satisfying for you.
In counseling the student with vision impairment it is essential to see the
child as an individual first. So, just as a counselor would assess any student
referred for services, consideration would be given to chronological age,
developmental level, academic and social strengths and problem areas, family
situation, emotional functioning, cultural identification, and any other factors that
may be affecting the child. At the same time, an awareness of the impact of the
student’s disability is maintained as the total picture is put together.
After getting to know the student and situation, it is important to analyze
the presenting problem. Do not assume the vision impairment is the most
immediate concern (Yuker, 1994). Remember, this student is probably more like
fellow classmates than different. The disability will of course need to be
discussed, but so will other issues. The ability to understand class assignments
and the impact of the peer group on social functioning may be the most
immediate concerns.
An important factor to consider in the counseling situation is your own
theoretical perspective. How are you most comfortable working? Have you been
most successful with behavioral interventions using contingency contracts? Do
you like to approach problems in a more cognitive manner, asking students to
monitor their own “self talk?” Is “reality therapy” usually your first choice for
teens? Are you most comfortable using the medium of play to explore problems
with younger children? The approach with which you have had the most success
is the one you should consider first.
In addition to theoretical perspective, you will want to consider modality.
Would the problem be best addressed with the child and yourself alone, or is this
an issue with which the family could provide important support? Is this a social
skill that a group of classmates also need to address? Or is this a problem
specific to those with vision impairments, and others with similar concerns could
be especially helpful?
After assessing the problem and your approach, there are a number of
issues that should be considered, unique first to the child with any type of
disability, and a second group that are specific to the child with vision
impairment. First, it is important to consider the child’s self-concept in relation to
the vision impairment. Olkin (1999) places individuals with a disability on a
continuum that includes (1) those who do not consider themselves disabled, (2)
those who identify as a person with a disability, and (3) those who view
themselves as a part of the “disability community” and actively work for “disability
rights.” Children whose parents are non-disabled are typically taught to act as
“normal” as possible and identify with the non-disabled (Olkin, 1999). While this
may encourage behaviors that promote acceptance by the majority culture, it can
also create serious self- esteem issues for the child who observes some
differences from peers.
Another reality that needs to be considered in counseling children with
disabilities in general is the likelihood of additional environmental issues.
Students with disabilities are more likely than non-disabled students to have
more and longer hospitalizations, doctor visits, and school absences. Emotional
and behavioral problems are more likely (Olkin, 1999). There is evidence that
children with disabilities are at a higher risk for all types of abuse (Westcott &
Jones, 1999). Additionally, families of children with disabilities are subject to
more disruptions, for example moving, financial problems, separation, or divorce
of parents (Olkin, 1999).
In counseling, keeping a systems focus is important. The child with a
disability must function simultaneously in a classroom, a school, a family, and a
community. Attitudes of others in your school toward the student with a disability
are critical. School-wide efforts to incorporate all students into the school
environment are important. Encouraging interactions between the student with a
disability and non-disabled students is of critical importance for the positive
adjustment of the student with a vision impairment, so the “big picture” should be
an important focus of your work.
In addition to the general guidelines offered for working with the student
with a disability, there are some unique considerations for counseling an
individual with vision impairment. A summary of factors that should be
considered is offered here with some specific suggestions for the school
counselor that you may find helpful.