Understanding Elementary and Middle School Counselors' Experiences with Disability Awareness and Advocacy

Autor/inn/en	Bialka, Christa S.; Havlik, Stacey
Titel	Understanding Elementary and Middle School Counselors' Experiences with Disability Awareness and Advocacy
Quelle	In: Journal of School Counseling, 18 (2020) 25, (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-2998
Schlagwörter	Students with Disabilities; Middle Schools; School Counselors; Advocacy; Consciousness Raising; Attitudes toward Disabilities; At Risk Students; Social Justice; Counselor Training; Counselor Role; Social Bias; Elementary Schools; Student Empowerment; Student Needs + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Mittelschule; Mittelstufenschule; School counselor; Beratungslehrer; Pädagogischer Berater; Sozialanwaltschaft; Bewusstseinsbildung; Soziale Gerechtigkeit; Elementary school; Grundschule; Volksschule; Studienberechtigung
Abstract	Students with disabilities are at greater risk for depression, substance use, bullying, and fewer friendships, largely due to negative attitudes and misperceptions from their nondisabled peers. School counselors are particularly important stakeholders in improving the experiences of students with disabilities. This qualitative study uses the American Counseling Association (ACA) Advocacy Competencies as a lens to understand how six school counselors raise disability awareness within the context of social justice advocacy. Results indicate that participants primarily focused on ways to advocate alongside or on behalf of students with disabilities at an individual level (client/student domain). Additional findings highlight the need for increased disability-related training within counselor preparation programs and the importance of including disability issues within the frame of multicultural competence. The results of this study fill a gap in the literature and lead to a deeper understanding of how school counselors are presently engaging in disability programs in their schools. Additionally, findings from this research directly aid in the construction of coursework and related experiences that would enhance the preparation of pre-service school counselors. (As Provided).
Anmerkungen	Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01