Counselor Intervention in the Post-Secondary Planning of African American Students with Learning Disabilities

By Durodoye, Beth A.; Combes, Bertina H. et al. | Professional School Counseling, February 2004 | Go to article overview

Counselor Intervention in the Post-Secondary Planning of African American Students with Learning Disabilities


Durodoye, Beth A., Combes, Bertina H., Bryant, Rhonda M., Professional School Counseling


Transitioning African American students with learning disabilities from high school to post secondary education requires that school counselors be flexible in their roles and functions. This is critical as school counselors work within personal and sociohistorical prisms that impact counseling programs and services for this population. The authors emphasize points of awareness to which school counselors must attend in their work with African American students with learning disabilities. Ethnically appropriate counseling interventions are also discussed.

**********

Meeting the needs of African American students with learning disabilities requires that the school counselor don hats ranging from individual counselor to advocate. The unique needs of students dictate the role of the school counselor at any given rime. The degrees to which these duties are performed have been shaped by the Individual with Disabilities Education Act (IDEA), originally known as The Education of the Handicapped Act, Public Law (P.L.) 94-192. Passed by Congress in 1975, amended in 1986 and 1990 (at which time the name changed to IDEA), and reauthorized in 1997, the Act mandates that schools and all supporting personnel grant a free and appropriate public education to children (birth to 21 years of age) with disabilities (Baumberger & Harper, 1999; Glenn, 1998; Pierangelo & Crane, 1997). Under the auspices of the Act, school counselors assist students in negotiating personal, social, educational, or developmental issues that impact their academic and future life experiences.

The educational process for African American students with learning disabilities can be precarious given membership in two historically oppressed groups. Historically, being African American or having a disability in U.S. society bas resulted in restricted or denied access to academic, social, and economic opportunities. Resultant stigmatization can contribute to failure to reach full personal potential (Herbert, & Cheatham, 1988). As African American students with learning disabilities prepare to enter post-secondary settings, school counselors can facilitate their school-to-school transition by developing a comprehensive transition plan which emphasizes family, sense of belonging, and overcoming oppression.

Specifically addressed in this manuscript are (a) knowledge of African American students with learning disabilities, (b) African American family connections and sense of belonging, (c) barriers in post-secondary education, and (d) school counseling interventions. First discussed, however, is the importance of school counselor self-awareness regarding issues of ethnicity and disability.

SELF-AWARENESS

It is imperative that school counselors be cognizant of their own personal biases as related to working with African American students with learning disabilities. School counselors need to be aware of who they are culturally and ethnically. Attention must also be given to attitudes about disabilities, their own and others. Before school counselors can work successfully with students with disabilities, they must understand how cultural and ethnic identity as well as disabilities relate to their own life circumstances. Failure to take a personal inventory regarding attitudes and beliefs on these matters may translate into interactions that serve to interfere with their effectiveness in the school counselor's role.

Attitudes toward African American Students

Many perceptions of African American student competencies have been framed by racial undertones that stem from historical hostilities among groups. Bobo (2000) evidenced current studies indicating the prevalence of negative racial stereotyping of Blacks by Whites, for example. White stereotypes of African Americans as less intelligent seem to be equated more with environmental and cultural traditions; whereas in the past, this idea was more readily assigned to biological origins. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Counselor Intervention in the Post-Secondary Planning of African American Students with Learning Disabilities
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.