3.00 Credits
The purpose of this course is to provide Counselors-in-Training with the conceptual framework for working with diverse learners and English language learners (ELL), Counselors-in-Training will acquire the knowledge and skills required to understand and perform the duties of the counselor when working with diverse learners as defined by the American Counseling Association, the American School Counselor Association (ASCA) and the Pennsylvania Department of Education (PDE). PDE outlines the competencies required in Chapter 49 guidelines regarding the accommodations and adaptations for diverse learners that inform the work of the counselor. Specified duties of the counselor included in these guidelines are to: 1. promote a positive educational environment through counseling, consultation and collaboration, 2. collaborate and consult in the provision of accommodations and adaptations for diverse learners and ELL students in all areas of academic, personal, and career development, 3. utilize data to generate program development and direct the use of evidence-based intervention with all students, 4. understand the legal rights and responsibilities of the counselor related to diverse learners and ELLs, 5. assist in the screening, assessment, and identification process for students with special learning needs. In the course, we will give an overview of the components of the educational process to consider when attempting to meet the needs of diverse and English language learners. We will, initially, examine some of the characteristics of effective teaching. Once counselors gain an understanding of those characteristics, they can more effectively plan, not only their own interventions and/or guidance lessons within the classroom, but also assist members of the multidisciplinary team when planning to accommodate or adapt for diverse and English language learners. Best practice recommends the use of evidence-based practices to increase effectiveness. Academic, as well as, emotional and behavioral components must be considered when planning to accommodate diverse learners and English language learners. Therefore, it is important that counselors consider, not only, how to intervene with individual students but also with the student body as a whole. If there is a foundation of building level or district-wide programs that address the emotional and behavioral development of students then individually based interventions are more likely to have a positive impact. Therefore, we will review broader-based concepts and program ideas to address the emotional and behavioral development of students as applicable in the educational setting. Finally, there are students who will have difficulty achieving success in spite of the use of evidence-based instruction, intervention practices, and supports in the regular education setting. For those students some processes must be in place to identify their need, develop more extensive interventions, and offer specially designed instruction in order to provide the additional assistance to impact on improved behavioral and academic functioning. To gain a better understanding of these processes, we will give an overview of the role of the counselor as it relates to special education, qualified students under the rehabilitation act, and even gifted students.