As advocates and leaders, school counselors play a vital role in school communities working for and with transgender, intersex and genderqueer (TIG) students. Learn how the ASCA Mindsets & Behaviors for Student Success can bolster your curriculum planning efforts and promote safe and healthy outcomes for TIG students and with school stakeholders. Discover the mindsets and beliefs about TIG student success, and engage your school community in creating an inclusive and welcoming culture. After attending this session, you should be able to: 1) Discuss the risk and protective factors among TIG students. 2) Explain the rationale for curriculum material use with TIG students. 3) Integrate the ASCA Mindsets & Behaviors to TIG youth in school counseling core curriculum and across various school settings. 4) Examine your school counseling program and share inclusive curriculum resources.

School counselors face challenges to providing optimal support to LGBTQ students who are at an increased risk for mental health and academic challenges. This presentation will offer strategies for training school counselors as advocates and allies. The presenters will incorporate research that they have each conducted, including a video interview segment of first-year school counselors describing systemic challenges they have faced. Presenters will propose a model for addressing systemic barriers based on Bronfenbrenner’s Ecological Theory and the ACA Advocacy Competencies.

This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided.

Excerpt: The social and emotional development of children and youth is of extreme importance for promoting a meaningful quality of life, both while in school and certainly beyond.

No description available.

This presentation will review technology used in programs that have successfully supervised students at a distance. Additionally, one university will outline their path to provide distant supervision. Participants will learn of technologies available along with struggles and successes of supervising students in rural placements.

Background When planning evidence‐based intervention services for children with phonology‐based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs’ services align with the research evidence. Aims The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day‐to‐day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs’ clinical practice with children with phonology‐based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence‐based services. Methods & Procedures Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice. Main Contributions There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30–60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology‐based SSD. Conclusions & Implications Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice.

This paper is an ethnography, meaning the study of a group of people more closely related to the customs and culture of the group of people. This was done as part of the coursework to receive a Masters in Education and a Preliminary Multiple Subject teaching credential in California. I began by looking at how the varying experiences throughout my life have shaped me into wanting to become a teacher. This is a place in the ethnography where I evaluate my own schooling and look at who impacted my life academically. Through looking at these people, I was able to see the kind of learning style I flourish in, which lead me into how I plan on teaching. Once I wrote about how I plan on teaching I evaluated why I want to teach special education. The next phase of this writing is looking at three specific students in my classroom and is an analytical view of who the child is and why they are the way they are. We were told we needed to look at an English Learner, a student who had experienced a significant life experience, and a student on an IEP. This process was very helpful in being able to understand the child holistically because we needed to participate in a home visit. We also needed to look at the child’s personality, strengths, and weaknesses in and out of school. All of these steps helped me to better understand my students. As the research continued I looked at the community and my classroom. Looking at the history of the community through research and through a personal interview allowed me to see the community and be able to understand more. I was able to see how the community has evolved and how their passion for education has remained the same through it all. When looking at my classroom, I saw the growth my students had made over the course of the school year.

The after-high-school outcomes for individuals with autism spectrum disorder (ASD) and their families are less than desirable. The current study employed an exploratory sequential mixed methods design in order to enhance understanding of the family adaptation process during transition. First, a qualitative study was conducted in order to understand the stressors, external and internal support, coping strategies, and family adaptation outcomes during transition, from a parent’s perspective, using the ABCX model. Thirteen parents of adolescents and young adults with ASD were interviewed. These parents reported a continually high level of stress due to normative strains and ASD-related demands. They clearly described the tangible, emotional, informational, and internal resources both received and needed. Parents, as active agents in their children’s lives, have their own views towards transition, philosophy, and ways of coping. Even though many of them reported negative experiences, these parents also found new meanings and happiness in their lives. Based on the literature review and the qualitative results, a quantitative study was then developed, which applied the ABCX model to understand the predictors of good parent transition outcomes and investigate the mediating mechanism between stressors and parent transition outcomes. At the indicator level, autism severity, mental health crisis/challenging behaviors, filial obligation, general social support, transition planning quality, parent-teacher alliance, parenting efficacy, problem-focused coping, avoidance-focused coping, and optimism were important predictors of the four benchmarks of parents’ outcomes (i.e., parents’ burden, parents’ transition experience, parents’ subjective health, and family quality of life). At the structural level, optimism, emotion-coping strategies, and resources mediated the relationships between stressors and parents’ outcomes. Research and practical applications are discussed. Findings across the two studies led to identification of key factors that influence the outcomes of parents of adolescents and young adults with ASD, as well as an understanding of the complex relationships among the predictors. The results build upon existing empirical and theoretical work related to the transition of families of adolescents and young adults with ASD. Recommendations for future research and clinical practices are discussed.

Abstract The aim of charter schools is to provide equal learning opportunities for all children, particularly those with disabilities; the results, though, are mixed. Some charter school students fare better than traditional school students, while others do worse. The exception is students with disabilities, where they excel and outperform in the charter school environment. This is not the case with San Bernardino City Unified School District charter school students with disabilities. Not only do they not outperform their regular education peers, but actually regress in their academic performance.