Introduction to special issue: examining disability and giftedness in schools.To set the stage for this special issue, we briefly want to explore the concepts of disability and giftedness. Disability and giftedness often are viewed as occupying different ends of a continuum: "Special education is really one piece of a continuum of services. I think it's the opposite end, of course, of gifted education Gifted education is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. Programs providing such education are sometimes called Gifted and Talented Education (GATE) or " (Doyle, 2002, p. 43). In actuality, disability and giftedness are far from separate; in fact, many students possess both disabilities and giftedness. Furthermore, although nearly half of students receiving special education services in schools have learning disabilities (U.S. Department of Education, 2002), many students with disabilities have strong intellectual capabilities and/or talents in other areas. Similarly, while many students are assessed to be globally gifted, meaning that they possess gifts and talents in many areas, others possess gifts in specific areas such as music, art, or mathematics. In that sense, disability and giftedness both should be viewed as complex constructs. Since the passage of the Education for All Handicapped Children Act The Education for All Handicapped Children Act (sometimes referred to using the acronyms EAHCA or EHA, or Public Law (PL) 94-142) was enacted by the United States Congress in 1975. in 1975 (P.L. 94-142), eligibility for special education services has been limited to students who meet criteria for specific disability categories outlined by federal legislation. The most recent reauthorization of this legislation, the Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446), defines students eligible for special education services as those who meet the criteria for one or more of the following: autism autism (ô`tĭzəm), developmental disability resulting from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. , hearing impairment hearing impairment n. A reduction or defect in the ability to perceive sound. , mental retardation mental retardation, below average level of intellectual functioning, usually defined by an IQ of below 70 to 75, combined with limitations in the skills necessary for daily living. , orthopedic impairment, other health impairment (which includes attention deficit hyperactivity disorder attention deficit hyperactivity disorder (ADHD), formerly called hyperkinesis or minimal brain dysfunction, a chronic, neurologically based syndrome characterized by any or all of three types of behavior: hyperactivity, distractibility, and impulsivity. ), serious emotional disturbance  This article requires authentication or verification by an expert.Please assist in recruiting an expert or [ improve this article] yourself. See the talk page for details. (now referred to as emotional disturbance Noun 1. emotional disturbance - any mental disorder not caused by detectable organic abnormalities of the brain and in which a major disturbance of emotions is predominant affective disorder, emotional disorder, major affective disorder ), specific learning disability, speech or language impairment, traumatic brain injury Traumatic brain injury (TBI), traumatic injuries to the brain, also called intracranial injury, or simply head injury, occurs when a sudden trauma causes brain damage. TBI can result from a closed head injury or a penetrating head injury and is one of two subsets of acquired brain , and visual impairment Visual Impairment Definition Total blindness is the inability to tell light from dark, or the total inability to see. Visual impairment or low vision is a severe reduction in vision that cannot be corrected with standard glasses or contact lenses and . Additionally, children ages 3-9 who experience developmental delays in physical, cognitive, communication, social, emotional, or adaptive development also are eligible to receive special education services. With increased emphasis on collaboration and systemic interventions (American School Counselor A school counselor is a counselor and educator who works in schools, and have historically been referred to as "guidance counselors" or "educational counselors," although "Professional School Counselor" is now the preferred term. Association, 2005), school counselors are being asked to work closely with a variety of constituents as they design and implement comprehensive, developmental programs targeting students who have special educational needs. We developed this special issue addressing disability and giftedness in an effort to introduce school counselors to a number of professionals with whom they might collaborate in these efforts and to perspectives that will help them think more systemically and holistically when conceptualizing problems and considering interventions. The diverse authors who have contributed to this special issue were invited based on their areas of expertise. Our request was that the authors focus on collaboration, leadership, advocacy, and systemic concerns, and/or address the academic, career, or personal/social needs of students with disabilities, students who are gifted, or both. Rather than including only manuscripts written by school counselors and counselor educators, we invited professionals from other related fields (e.g., school psychology, family counseling) to contribute. We hoped that, by asking the contributors to reference the ASCA ASCA American School Counselor Association ASCA Australian Shepherd Club of America ASCA Arab Society of Certified Accountants ASCA American Swimming Coaches Association ASCA American Society of Consulting Arborists ASCA Association of State Correctional Administrators National Model[R] (2005) and to co-author and/or consult with school counselors as they prepared their manuscripts, they might increase their knowledge and understanding of the role of school counselors. We begin with two articles that focus on strategies for identifying students for special education and gifted education services--Maryann Santos de Barona and Andres Barona, focusing on cultural considerations and working with school psychologists; Susan Assouline, Megan Foley Nicpon, and Dawn Huber, focusing on twice-exceptional students. Next, Janna Scarborough and Dennis Gilbride examine the role of rehabilitation counselors in addressing the career needs of students with disabilities, Meredith Greene provides guidance for career counseling Noun 1. career counseling - counseling on career opportunities counseling, counselling, guidance, counsel, direction - something that provides direction or advice as to a decision or course of action with students who are gifted, and Jean Peterson discusses the counseling needs of students who are gifted. Then, two articles address families--Deborah Taub provides perspectives of parents who have children with disabilities, and Volker Thomas and Karen Ray provide a family-systems perspective on working with students with disabilities or students who are gifted. Finally, Amy Milsom examines the impact of students' and educators' negative attitudes on students with disabilities, and Marcia Gentry discusses the effects of the No Child Left Behind legislation on school policies and practices related to gifted students. We greatly appreciate the efforts of the authors who have contributed to this special issue as well as their willingness to work within our guidelines and to consider our feedback. We hope the articles provide you with practical ideas and inspire you to think broadly and complexly about students. As advocates for all students, school counselors are charged with the responsibility, of identifying areas of need or inequity of services and taking action when necessary. We believe that school counselors can be most effective in those efforts when they collaborate with others--parents, teachers, administrators, and other professionals. The voices of these individuals are heard in this special issue. References American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author. Doyle, L. H. (2002). Leadership and inclusion: Reculturing for reform. International Journal of Educational Reform, 11, 38-62. Education for All Handicapped Children Act of 1975, 20 U.S.C. 1400 et seq et seq. (et seek) n. abbreviation for the Latin phrase et sequentes meaning "and the following." It is commonly used by lawyers to include numbered lists, pages or sections after the first number is stated, as in "the rules of the road are found in Vehicle Code ., Pub. L. No. 94-142. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. 1400, Pub. L. No. 108-446. U.S. Department of Education. (2002). Children 3 to 21 years old served in federally supported programs for the disabled, by type of disability: Selected years 1976-77 to 2001-02. Retrieved January 20, 2006, from http://nces.ed.gov/ programs/digest/d03/tables/pdf/table52.pdf Amy Milsom, D.Ed., is an assistant professor with the Department of Counseling and Educational Development, University of North Carolina--Greensboro. E-mail: amilsom@uncg.edu Jean Sunde Peterson, Ph.D., is an associate professor with the Department of Educational Studies, Purdue University Purdue University (pərdy  `, -d`), main campus at West Lafayette, Ind. , West Lafayette West Lafayette, city (1990 pop. 25,907), Tippecanoe co., W Ind., a suburb of Lafayette, on the Wabash River; inc. 1924. A primarily residential city, it is the seat of Purdue Univ. , IN. E-mail: jeanp@purdue.edu
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