SCHOOL COUNSELING AND STUDENTS WITH DISABILITIES

Gül KAHVECİ

Abstract


The literature indicates changing criteria from a reactive to a proactive process to include people with disabilities in inclusion counseling in primary schools. This article outlines theadditional factors that are contributing to the low professional visibility of school counselors.  The Proactive Model of School Counseling presented here encourages counselors to widen their horizons, not only being responsive to the students seeking counseling on their own, but also reaching out to all students including“special students”, for the implementation of concrete agendas. Their preplanning activities might include: developing a school guidance committee, conducting assessment surveys to prioritize student needs, planning an annual calendar for guidance activities, and making provisions for group guidance sessions. The Proactive Model emphasizes the conceptual, operational, evaluative, public relations, and personal development of student counselors. These components are sequenced, interrelated, and precede one another in significance during implementation. Each component is discussed and suggestions for implementation given.

Keywords: inclusioncounseling, disability, Proactive Model


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