The Impact of Preparation, Field Experience and Personal Awareness on Counsleors' Attitudes Toward Providing Services to Section 504 Students with Learning Disabilities

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Contact Information	Please send any questions regarding this item to libref@uno.edu
Title	The Impact of Preparation, Field Experience and Personal Awareness on Counsleors' Attitudes Toward Providing Services to Section 504 Students with Learning Disabilities
Author	Romano, Dawn
Document Type	Dissertation
Keywords	special needs team.. 504 team; counselor self-efficacy.. ASCA guidelines.. IDEA and Section 504.. counselors' attitudes.. national standards.. 504 students.. classroom accommodations.. special needs students.. school counselors' role.. multidisciplinary team.. learning disabilities.. Section 504
Abstract	Although school counselors strive to address the needs of all students, children with learning disabilities are often overlooked (Bergin & Bergin, 2005; Dahir, 2004). Under federal requirements, all federally funded schools are required to provide services to students with disabilities. Further, the American School Counselor Association’s (ASCA) model for school counseling programs stipulates that school counselors should ensure appropriate services are provided to all students (Milsom, 2002). Research has been completed regarding teachers’ attitudes toward complying with the federal mandates (Bateman & Bateman, 2002; Rea & Davis-Dorsey, 2004). There is, however, considerably less information regarding school counselors’ roles, and only minimal information on their attitudes and background experience regarding learning disabilities (Frye, 2005; Greene & Valesky, 1998; Milsom, 2002). School counselors from ASCA’s southern region were asked to respond to the Attitudes Toward Learning Disabilities Instrument online survey. The findings of this study demonstrated that although school counselors overwhelmingly support ASCA’s guidelines, few have the full credentials outlined by the ASCA model. A majority of the counselors in this study had little or no educational training and reported feeling unprepared to address educationally-based tasks such as developing classroom accommodations, or acting as a consultant to the school staff on learning disability issues. In contrast, one third of the participants in this study were certified teachers who reported feeling prepared and confident about all areas of academic and disability services. These results support the conclusions of previous research which indicated that counselor preparation and years of experience were found to be related to more positive attitudes toward inclusion (Greene & Valesky, 1998; Greer & Greer, 1995; Milsom, 2002; Milsom & Akos, 2003) Availability Unrestricted: Release the
Access	Unrestricted
Degree	Ph. D.
Degree Program	Counselor Education
Department	Dept. of Educational Leadership, Counseling, and Foundations
Major Professor	Paradise, Louis V.
Advisory Committee	Hulse-Killacky, Diana; Dupont, Robert; Remley, Theodore
Date Degree Awarded	2006-05-22; *
Format	PDF
URL	See 'reference url' on top or bottom navigation bars.
Relation	http://louisdl.louislibraries.org/NOD/Pages/home.php
Rights	The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.
Catalog Date	2006-10-05; *
Object File Name	nd000346
Viewer Information	Adobe Reader required for viewing (http://www.adobe.com/products/acrobat/readermain.html)
File Size	1286.347 KB
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The Impact of Preparation, Field Experience and Personal Awareness on Counsleors' Attitudes Toward Providing Services to Section 504 Students with Learning Disabilities

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