Supporting Students in Self-Contained Classrooms:

The Importance of an Inclusive Comprehensive School

Counseling Program for all Students

BY: BRITTANY SILL-TURNER

Why?
•Previous Support at Llewellyn for students in self-contained
classrooms
•Observations at Llewellyn
•Needs Assessment
•ASCA’s Stance:

• School Counselors should advocate for students with special

needs, encourage family involvement in their child’s education
and collaborate with other educational professionals to promote
academic achievement, social/emotional wellness and
college/career readiness for all” (ASCA, 2013, Par. 6).
Quote…
“Today it is a principal instrument in awakening the child to
cultural values, in preparing him for later professional
training, and in helping him to adjust normally to his
environment. In these days, it is doubtful that any child may
reasonably be expected to succeed in life if he is denied the
opportunity of an education”.

-Chief Justice Earl Warren, Brown V. Board of Education, 1954

 Literature Review
• The Legal History of Special Education

• Educational history of students with disabilities

• Families were forced to hide their children with disabilities and educate them
from home, place them in expensive private schools, or enroll them in classes
where they were segregated from the general education population
◦
Compulsory school attendance laws
◦ Children with disabilities continued to be excluded and even courts ruling to
exclude students with disabilities.
◦
Turning Point - Brown V. Board of Education, 1954
◦ 1) There was an unacceptable level of differential treatment within the class
of children with disabilities
◦ 2) Students with disabilities were not furnished with an education, whereas
all students without disabilities were provided an education.
 Literature
Review Cont.
• The Impact of Exclusion on Students with
Disabilities: Academic and Social/Emotional

• School can be difficult for students with

disabilities.
• Students in self-contained classrooms are
more likely to experience social isolation
• 10-16% of school-aged children report
themselves as being significantly lonely .
• Studies on loneliness have shown a
correlation between being lonely and
depression, suicide and suicide ideation
(Learning Disabilities Research & Practice ,
2000

◦ School adjustment
 Literature Review Cont.
• Changes to the Comprehensive School Counseling Program

• School counselors responsibilities

• Leadership, collaboration, advocacy and systemic change

• Skills
• Include transition planning, teaching assertiveness skills, social skills and narrative counseling
techniques to help support students with disabilities

◦ Advocacy
◦ School counselors help advocate for students who, too often, do not have a voice
◦ It’s never too early to start….
◦ students with disabilities have little understanding of their civil rights or their accommodations when
they enroll in postsecondary education
(Hatch, et all, 2009).
 Action Research Question

What is the impact of inclusion on improving school

connection and positive self-perception for students in the
behavior room at Llewellyn Elementary School?
School Profile
Proposed Interventions/Solutions
•Include the self-contained behavior classroom into my
classroom guidance lesson schedule .
• Lesson Themes: kindness, responsibility, safety and building community
• Twice a month for 30 minutes
• main lesson topics will focus on the following:
• identifying emotions, strategies for handling difficult emotions, handling
conflict, growth mindset, and improving social/emotional and academic
skills.

•Student/Staff Survey
 Data Collection Methods
Collection Method Participants Information Gathered Target Population Procedures

Student Performance Data Students in the behavior The grades, attendance, and Students in the behavior This information will be gathered
classroom. behavior data for each student. classroom. from Synergy and Dashboard for
each student in the behavior
classroom.

Pre/Post Survey: Student Students in the behavior The student’s perceptions of Students in the behavior Create a 10-15 question survey for
classroom. school connectedness and self- classroom students in the behavior classroom
perception. at the beginning of January and at
the beginning of March.

Pre/Post Survey: The behavior classroom The staff’s perceptions of the General education Create a 10-15 question survey for
Teachers/Para Educators teachers and the para student’s connectedness and teachers, school, behavior the teachers and para educators
educators that work with self-perception. room teacher and para who work directly with the
each student. educator. students in the behavior classroom
(January/March).

Classroom Observations: General and special Observations of the student’s Classroom teachers and Provide an observation form to
Teacher education classroom connectedness and self- students. the teachers to fill out regarding
teachers perception. the student’s connectedness to
the school environment and self-
perception.
Benefits
•Strengthen their social/emotional and advocacy skills
• This skills will extend to a more positive learning outcome

• My Goal is to:
• Increase their connectedness to the school environment
• Friendships
• Connection to additional staff
• Increase their positive self-perception
• Decrease loneliness and depression, suicide and suicide ideation
 References
Brooks, B., Floyd, F., Robins, D., & Chan, W. (2014). Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities. Journal of
Intellectual Disability Research, 59(7), 678-687. http://dx.doi.org/10.1111/jir.12171

Brown v. Board of Education. (2017). LII / Legal Information Institute. Retrieved 25 November 2017, from https://www.law.cornell.edu/supremecourt/text/347/483
Hatch, T., Shelton, T., & Monk, G. (2009). Making the Invisible Visible: School Counselors Empowering Students with Disabilities Through Self-Advocacy Training. Journal of School
Counseling, 7(14), 1-19.
Lane, K., Barton-Arwood, S., Nelson, J., & Wehby, J. (2007). Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting. Journal of
Behavioral Education, 17(1), 43-62. http://dx.doi.org/10.1007/s10864-007-9050-1
Pavri, S., & Monda-Amaya, L. (2000). Loneliness and Students with Learning Disabilities in Inclusive Classrooms: Self-Perceptions, Coping Strategies, and Preferred Interventions. Learning
Disabilities Research and Practice, 15(1), 22-33. http://dx.doi.org/10.1207/sldrp1501_3
Portland Public Schools Information / Overview. (2017). Pps.net. Retrieved 29 October 2017, from https://www.pps.net/domain/265

Quigney, T., & Studer, J. (2016). Working with Students with Disabilities: A Guide for School Counselors. New York: Routledge.
Real Estate Overview for Portland, OR 97202 - Trulia. (2017). Trulia.com. Retrieved 29 October 2017, from https://www.trulia.com/real_estate/97202-Portland/
Report Card Download - Oregon Department of Education. (2017). Ode.state.or.us. Retrieved 29 October 2017, from http://www.ode.state.or.us/data/reportcard/reports.aspx
Yell, M., Rogers, D., & Rogers, E. (1998). The Legal History of Special Education. Remedial and Special Education, 19(4), 219-228. http://dx.doi.org/10.1177/074193259801900405