ABSTRACT
The chapter offers the reader an overview of the special education process and common diagnoses in children. In the field of school counseling, it is imperative to have a strong understanding of these concepts, as 15% (7.2 million) of children in U.S. public schools are recipients of special education services (National Center for Education Statistics, 20022). The authors would be remiss to not include the misdiagnosis and the overrepresentation of racial/ethnic minoritized children and, more specifically, young Black men. In this chapter, the authors will present common diagnoses in children and provide a better understanding of developmental needs. Further, an understanding of diagnostic signs to look for, and strategies on how to refer accordingly will be discussed.
Additionally, school counselors should understand misconceptions about racial/ethnic minoritized children and the impact of misdiagnosis and overrepresentation in special education. Specific attention should be paid to the potential biases that counselors may hold when engaging in the decision-making process for racial/ethnic disproportionality in exclusionary discipline and significant disproportionality in special education enrollment. Furthermore, ethical concerns will be addressed, along with ways to discuss the Diagnostic and Statistical Manual of Mental Disorders (DSM) and common medication with parents. Counselors are encouraged to consider cultural beliefs about counseling and diagnosis and ways to advocate for misdiagnosed/over-diagnosed children. Through the chapter, readers will grow in their ability to understand: a) diagnoses common in children; b) common misdiagnoses in racial/ethnic minority children; c) the value of the DSM as a resource; and d) the role the DSM plays in Individualized Educational Plans (IEPs).
