Discusses the counselor's role in the development of individualized education programs which consider the nonacademic and affective needs of children. Presents examples of long-term goals suggested by a counselor to supplement special education services. (JAC)

Suggests that school counselors, because of their expertise in human relations skills, may assume the role of advocate for handicapped students and their parents. The counselor can help parents prepare for the Individualized Education Program meeting and encourage parent participation. (JAC)

Examines the ways in which school counselors are most likely to be affected by the mainstreaming of children with disabilities. Counselors will most likely have expanded roles on multidisciplinary teams, be responsible for promoting acceptance by nondisabled peers, experience more interaction with school social workers and parents, and develop…

Addresses the lack of counseling services for parents of disabled children. Describes a cooperative, school-based program which uses parents as facilitators for helping other parents understand the Individualized Education Program process. (ABB)

Describes how school counselors can contribute to the development of individualized education programs (IEP). Discusses counselors' participation in and preparation for IEP conferences, including defining the counselor role, gathering and analyzing pertinent information, and developing goals and objectives. (RC)

Despite limited references to guidance and counseling in federal legislation on the handicapped, school counselors are deeply involved in the delivery of appropriate services. An individualized education program (IEP) can include counseling services for both special and regular education placements and provide intervention, as well as support.…