Vocational rehabilitation counselor perceptions of the General Educational Development test - Counselor Perceptions - Statistical Data Included

Journal of Rehabilitation, July-Sept, 2002 by Karen J. Weston, James R. Koller, Mardis D. Dunham

The percentages were similar when items were directed specifically at individuals with SLD who dropped out of high school (60% and 94%, respectively). Additionally, and most encouraging, were the findings that more than 76% of the population either strongly agreed or agreed that it is important to recommend that, clients with SLD who dropped out of high school, take the GED examination. Moreover, approximately 75% of the population reported that they always refer clients for GED testing, regardless of whether or not they have SLD. The most frequently cited reasons for not referring clients for GED testing were a lack of interest or motivation on the client's part (36%) and the client's low ability or low IQ (37%). The high percentage of clients that are unwilling to attempt the GED, however, indicates a need for exploring, from the clients' perspective, why so many are disinterested in obtaining a GED certificate. For example, it could be reasoned that clients with SLD lack the knowledge of available test accommodations or that they perceive that obtaining the accommodations presents as a significant obstacle. In addition, because of the nature of their disability, consumers with SLD may wish to avoid tasks that highlight their academic skill deficits.

Equality between the GED Certificate and the High School Diploma

The VR counselors in the study equated the GED certificate with the high school diploma. Approximately 67% of respondents either strongly agreed or agreed that GED recipients are just as likely as those with a high school diploma to complete a post-secondary training program. Seventy-one percent either strongly agreed or agreed that GED recipients are just as likely to obtain skilled labor jobs as those with a high school diploma. Only 18% of the respondents agreed that GED recipients are less likely to complete the VR application process (versus 45% who disagreed), and only 11% either strongly agreed or agreed that GED recipients are less likely to receive a status 26 closure (i.e., successful closure) than are other high school graduates (versus 58% who disagreed).

Obstacles to Obtaining the GED

Some of the most telling data came from items that probed counselors' perceptions about the obstacles that interfere with consumers' success in either navigating the GED process or success on the test itself. Although VR counselors rate as positive their views regarding the GED and its importance to clients with SLD, several critical operational obstacles were identified which centered around four basic issues. These four basic issues were VR counselor training, test difficulty for clients with SLD, the paperwork involved in obtaining accommodations, and the knowledge base of the ABE instructors and GED examiners who prepare the candidates for taking the GED and administrate the exam, respectively. In addition, several respondents wrote comments--surrounding SLD issues, ABE instructors, and GED examiners--that provide considerable insight into the possible barriers that exist for clients who are attempting to obtain the GED certificate (see Table 2).