Counseling With Exceptional Children

Tarver-Behring, Shari; Spagna, Michael E.

doi:10.17161/foec.v36i8.6806

Cited by 5 publications

(1 citation statement)

References 10 publications

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“…Anctil and Bauman [10] stressed that school counselors who are knowledgeable about the factors that influence students and their family's response to disability are better prepared to meet their educational needs. Meanwhile, preparation of counselors to serve children with disabilities requires the clarification of the counselors' feelings and attitudes about working with students who have disabilities, as well as the acquisition of relevant knowledge and skills [11].…”

Section: Personal and Social Skillsmentioning

confidence: 99%

Guidance and Counselling in Schools

Amat¹

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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This paper discusses the need for counseling services in schools in a holistic manner in line with the current era of globalization and the industrial revolution. Guidance and counseling services are important aspects of the school system. Counseling services are not just for students who are involved in disciplinary issues, but also for the positive development of individuals. To be effective counselors in helping students, especially in this era of globalization, counselors need current knowledge in the field of counseling. In Malaysia, most school counselors have been trained in a special counseling training program. Most counselors who are providing counseling services in high school have a first degree (Bachelor's) in the counseling field and some even specialize further with a Master's. In line with the Malaysian Counselor's Act (Act 580), many of the school counselors have been registered with the Board of Counselors to practice professionally. Schools have also been providing counseling services to students at the primary school level. This paper discusses career planning, cross-cultural competencies, family counseling, drug abuse and crisis intervention as important aspects that must be mastered by school counselors in providing better services to students. Generally, guidance and counseling services provided in schools will promote the personal, educational, and career development of all students.

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Section: Personal and Social Skillsmentioning

confidence: 99%

Guidance and Counselling in Schools

Amat¹

2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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An exploration of school counselors' self-efficacy for advocacy of gifted students

Goldsmith¹

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gifted students and their needs when developing comprehensive school counseling programs. In addition, this increased knowledge may assist school counselors with becoming active participants in services for gifted students within the school environment.Future research should further explore the level of advocacy activity of school counselors with gifted students and the importance of self-efficacy for school counselors.Abstract Approved: __________________________________ Thesis Supervisor

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Inclusive Education for Learners with Learning Disabilities in Two Selected Primary Schools of Kabwe-Zambia: A Myth or Reality

Kapalu¹

2020

International Journal of Humanities, Social Sciences and Educat

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A person is diagnosed as having a learning disability (LD) when there is a great discrepancy between scholastic achievements and general performance or intellectual ability, (Mash and Wolfe, 2002). Persons with learning disabilities are viewed as individuals who cannot contribute meaningfully to society as compared to the so called "normal" persons (Miyoba, 2014). Countries today have designed and formulated policies that ensure equity and access to education for all individuals including those with learning disabilities and other disabilities. Many conferences and conventions have been held and laws passed to support the education of learners with disabilities Worldwide (Miyoba, 2014). For example, the World Conference on Education for All (EFA) of 1990, the United Nation (UN) Convention on the Rights of Persons with Disabilities, Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs) of which Zambia is part emphasise the need for equality in the provision of education and services. Currently, Zambia has legal and policy documents that support the education of persons with disabilities such as the current education policy document, 'Educating our Future' of 1996 and the Education Act of 2011. The Zambia Persons with Disabilities Act also provides guidance to institutions to respect the rights of persons with disabilities. Inclusive education in Zambia can be traced from as far back as 1994 when ninety two (92) Countries and twenty five (25) international organizations met at Salamanca in Spain. At this conference, member countries agreed to adopt the Salamanca Framework of action on inclusive education

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Counseling With Exceptional Children

Cited by 5 publications

References 10 publications

Guidance and Counselling in Schools

Guidance and Counselling in Schools

An exploration of school counselors' self-efficacy for advocacy of gifted students

Inclusive Education for Learners with Learning Disabilities in Two Selected Primary Schools of Kabwe-Zambia: A Myth or Reality

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