Premium
An effective elementary school counselor's support of students with disabilities: A case study
Author(s) -
Vilbas Jessica A.,
KingSears Margaret E.
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22476
Subject(s) - psychology , perspective (graphical) , counselor education , qualitative research , perception , special education , mainstreaming , primary education , medical education , pedagogy , higher education , medicine , social science , artificial intelligence , neuroscience , sociology , computer science , political science , law
Using a qualitative single‐case study design, perceptions from multiple stakeholders about how an effective elementary school counselor provides supports for students with disabilities (SWD) were examined. Interviews occurred with a school counselor, a student with a disability, his parent, his general and special educators, and school administrators. Findings are described using an ecological perspective and highlight the roles of an effective school counselor as well as the importance of interactions among the school counselor, parents, teachers, and administrators to support SWD. In addition, unique perspectives were shared by an elementary student with a disability. Implications for school counseling practices and programs are provided.