**4. The role of school counselors in treating students with learning disabilities**

Students with learning disabilities have a neurodevelopmental disturbance with a biological base and cognitive implications. The biological background is evident in the interaction of genetic environmental factors that affect the ability of the brain to function effectively in cognitive activities such as perception and processing verbal and nonverbal information. These problems are long-term and impair learning in areas such as reading, reading comprehension, writing, spelling, and mathematics [13].

**5. Intervention in times of pressure and crisis:** School counselors work to strengthen the resilience of the educational staff of the students to guarantee that they will function pro-

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**6. Work with parents:** The school counselor promotes a school atmosphere in which the parent is an educational and central partner in the student's educational process and creates a

In high schools, in addition to the roles already discussed, the guidance counselor is responsible for determining if the skills and ability of the students are consistent with their interests in learning specific subjects and their desire to learn in a specific type of program or to learn a vocation. The counselor has to help students make the best choices in choosing which subjects

Additionally, the school counselor must follow the progress of each and every student and

When an ethical dilemma arises in the work of a counselor, they must use their professional judgment to make decisions. This process is complex and sometimes does not lend itself to unequivocal solutions. Our study arose out of an interest in understanding the factors involved in the decision-making process of school counselors. We wanted to learn more about the ways school counselors cope with moral and social dilemmas and how they attempt to find a balance between the needs of the school establishment and the sometimes conflicting demands of the students and parents. We emphasized the types of dilemmas counselors regularly encounter, especially in secondary schools where these dilemmas are most likely to arise. Simchi [16] claims that the perspective of guidance counselors is based on their personal outlook and that the approach they take is not connected to the actual event but is dependent

Shakedi [17] adds that the nature of the dilemma determines the way the counselors work forces the counselor to work according to particular ethical principles and to disregard other

In order for the school to perform all of its tasks, guidance counselors must be able to fulfill their roles and to handle the problems that arise in the schools with sensitivity. Our goal is to evaluate the way school counselors cope with social and moral dilemmas they encounter during the course of their work and the way they solve these dilemmas in schools with students

The research compares counselors who use an open approach to those who use a conservative

**1.** How do school counselors with an open pedagogical approach cope with social and moral

**2.** How do school counselors with a conservative pedagogical approach cope with social and

fessionally during crises and prolonged pressure.

to learn and what type of program is suitable based on their ability.

more on the their personal beliefs, past experience, and training.

principles, which may be no less important.

approach in solving social and moral dilemmas.

with learning disabilities [18, 19].

**5. Research questions**

dilemmas?

moral dilemmas?

offer advice regarding changes in subjects, levels, or course of study [15].

climate of dialog with the parents.

Four criteria are required to arrive at a diagnosis of specific learning disorder: (1) **Criterion A**—difficulty learning and using learning skills in at least one of the following areas: inaccuracy or slow pace in reading words, poor reading comprehension, poor spelling, poor written expression or difficulty in numerical concepts, and lack of numerical understanding which has persisted for at least 6 months, despite intervention and assistance. (2) **Criterion B**—The area of difficulty is below what is expected for the chronological age of the learner and causes disturbance in learning. (3) **Criterion C**—Difficulties begin in the early years of school, but it is possible that the full extent of the problems arises only when the academic demands became greater later on. (4) **Criteria D**—None of the following factors fully explains the learning difficulties: Intellectual impairment, overall late development, visual or hearing impairment, mental or neurological impairment, psychiatric distress, lack of language proficiency in the language used for studying, and poor instruction [13].

The effect of the learning disabilities on the life of the student is not limited to the school environment. It permeates every area of life, but it is within the framework of the institutions of formal learning that the learner experiences the greatest difficulties. The areas that present the greatest problems in school are reading, writing, spelling, and mathematics [14].

The mission of the school counselor working with students with learning disabilities is to enhance the educational experience of both the individual and the school by creating a cultural environment, respectful of the rights of the students [1]. The work of the school counselor can be summarized in the following ways:


In high schools, in addition to the roles already discussed, the guidance counselor is responsible for determining if the skills and ability of the students are consistent with their interests in learning specific subjects and their desire to learn in a specific type of program or to learn a vocation. The counselor has to help students make the best choices in choosing which subjects to learn and what type of program is suitable based on their ability.

Additionally, the school counselor must follow the progress of each and every student and offer advice regarding changes in subjects, levels, or course of study [15].

When an ethical dilemma arises in the work of a counselor, they must use their professional judgment to make decisions. This process is complex and sometimes does not lend itself to unequivocal solutions. Our study arose out of an interest in understanding the factors involved in the decision-making process of school counselors. We wanted to learn more about the ways school counselors cope with moral and social dilemmas and how they attempt to find a balance between the needs of the school establishment and the sometimes conflicting demands of the students and parents. We emphasized the types of dilemmas counselors regularly encounter, especially in secondary schools where these dilemmas are most likely to arise.

Simchi [16] claims that the perspective of guidance counselors is based on their personal outlook and that the approach they take is not connected to the actual event but is dependent more on the their personal beliefs, past experience, and training.

Shakedi [17] adds that the nature of the dilemma determines the way the counselors work forces the counselor to work according to particular ethical principles and to disregard other principles, which may be no less important.

In order for the school to perform all of its tasks, guidance counselors must be able to fulfill their roles and to handle the problems that arise in the schools with sensitivity. Our goal is to evaluate the way school counselors cope with social and moral dilemmas they encounter during the course of their work and the way they solve these dilemmas in schools with students with learning disabilities [18, 19].

The research compares counselors who use an open approach to those who use a conservative approach in solving social and moral dilemmas.
