Students with Emotional Disabilities: Responding to Advisors' Concerns and Questions

Abstract

Students with emotional disabilities are attending institutions of higher education in increasing numbers. Professionals considering appropriate postsecondary classroom accommodations and support may face advising challenges. However, most advisors have little training in responding to the needs of students with emotional disabilities. Answers to eight questions that advisors frequently ask about working with students with emotional disabilities, practical guidelines, and experience-based examples and resolutions are offered.