Readiness to serve students with disabilities: a survey of elementary school counselors

Professional School Counseling, April, 2002 by Natalie A. Wood Dunn, Stanley B. Baker

Results

Preparation for Working with Students with Disabilities

Approximately 61% of the participants indicated they had coursework as graduate students (M = 1.88 courses; SD = 1.53). Thirty-seven percent indicated they had coursework as undergraduates (M = 2.25 courses; SD = 1.17); 25.8% had coursework as postgraduate, nondegree students (M = 1.73 courses; SD = 0.98); and 76.8% had participated in sponsored professional development activities (M = 4.67 activities; SD = 4.49). Seventy-eight percent had engaged in independent activities to enhance their preparation. The average amount of time spent in researching information about students with disabilities was 48.69 hours (SD = 63.81). The relatively large standard deviation indicated that there was a broad range of differences in the amount of time devoted to these activities by the respondents.

Distribution of Time Devoted to Students with Disabilities and to Regular Education Students

The participants were asked to indicate the percentage of their time that was devoted to (a) consultation with parents, teachers, and other adults; (b) direct service with students; (c) observations; and (d) paperwork when working with regular students and when working with students with disabilities. The average time allocations for working with regular students were as follows: 20.4% devoted to consultation, 46.6% to direct services, 7.7% to observations, and 18.7% to paperwork. The averages for working with students with disabilities were 13.8% for consultation, 23.8% for direct services, 6.9% for observations, and 14.7% for paperwork. Direct service was the most time-intensive category for both student populations with observations being the least time-intensive category for both student populations as well. While the ratio of time devoted to consultation versus that devoted to paperwork slightly favored consultation for regular education students (20.4% versus 18.7%), the reverse was true for students with disabilities (13.8% versus 14.7%).

Understanding of Basic Information About Students with Disabilities and Mainstreaming and Inclusion Legislation

Responses to the statement requesting an estimate of "general familiarity with various special education populations" averaged 3.81 (SD = 0.78) on a scale ranging from 1 to 5. For "competence in dealing with students with disabilities," the average was 3.72 (SD = 0.83). Responses to "competence in dealing with parents of students with disabilities" averaged 3.74 (SD = 0.84). On these three items, which represented general familiarity, the average participant rated his or her status as above average.

The averages were a bit lower for the items that represented knowledge and understanding of the legislation and the respondents' role in the implementation of that legislation. For knowledge and understanding of The Education for All Handicapped Children Act of 1975 (PL 94-142), the average was 3.43 (SD = 0.98); and for knowledge and understanding of The Individuals with Disabilities Education Act of 1990 (PL 101-476), the average was 3.28 (SD = 0.91). For "familiarity with the counselor's role in implementation of PL 94-142," the average was 3.20 (SD = 1.01). The average for "familiarity with the counselor's role in implementation of PL 101-476" was 3.05 (SD = 0.96).