Family Visit Children -- Issue:

Family Visit

Children -- Issue: Disabilities-

One key factor, often neglected with the population group of children who have special needs, is fostering a positive learning environment by integrating both school and home environments. It is important for the counseling profession to utilize early intervention programs and responses to intervention to implement programs that are designed specifically for the population in question. With parental, educator, and counseling help, these types of programs help to develop greater cognitive and social growth for the child, regardless of the particular disability in question. "Special Needs" is an umbrella underneath which a staggering array of diagnoses can be wedged. Children with special needs may have mild learning disabilities or profound mental retardation; food allergies or terminal illness; developmental delays that catch up quickly or remain entrenched; occasional panic attacks or serious psychiatric problems. The designation is useful for getting needed services, setting a focal point for measurement, and for qualifying the child for special services.

Children with special needs often require more time to learn basic material, which often impacts the family as well as the school curriculum. Successful programs for these children do focus on what is necessary and appropriate within the context of their learning environment so that the majority of time needed is spent on high priority tasks. This can often be the role of the counselor or social worker -- to help define the individual needs of that particular child. If there are, in fact, specific learning disabilities, then the counselor can provide a more appropriate template and then assessment for what is needed to support the short, medium, and long-term goals -- since the child's needs change over time. For example, a child that required a one-on-one instructional aide for safety reasons while very young might outgrow this need when older (Snell, 2002; Westwood, 2003).

Sources:

Snell, L. (December 1, 2002). "Special Education Confidential" How Schools Use the "Learning Disability" Label to Cover Up Their Failures." Reason. Cited in:

http://www.nrrf.org/spec_ed_reason2-02.htm

Westwood, P. (2003). Commonsense Methods for Children With Special Needs.

Routledge Farmer.

Luis and Maria brought their family to the United States because of the chronic unemployment in Puerto Rico. They both graduated from Secondary School, although monetary and family responsibilities prohibited them from college or advanced trade school. Luis was a mechanic and bus driver in Puerto Rico, and was able to take his Class CU.S. Certification. He is a full-time driver for the city's Metro Bus Service, which is a medium income job, and because it is a City Government position, has decent benefits. Maria worked in a poor-quality "sewing" shop in Puerto Rico, but managed to find a position with a Dress Shop/Tailor catering to the Latino immigrant community. She specializes in wedding gowns, but is only paid hourly -- her job has no benefits. Jorge is a typical teenager, bright in some subjects, lazy in others. However, he does have chronic asthma, and is thus prevented from too many outdoor or physical activities. Isabel is quite studious, straight A's, but yearns to belong.