Establishing a Research Base: School Counsellors and Students with Disabilities

Autor/inn/en	Vilbas, Jessica A.; King-Sears, Margaret E.
Titel	Establishing a Research Base: School Counsellors and Students with Disabilities
Quelle	In: Educational Research, 65 (2023) 2, S.204-229 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vilbas, Jessica A.) ORCID (King-Sears, Margaret E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2023.2203708
Schlagwörter	School Counselors; Students with Disabilities; Counselor Role; Student Development; Intervention; Counselor Attitudes; Career Development; Transitional Programs; Graduation; Student Attitudes; Parent Attitudes + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Berufsentwicklung; Abschluss; Graduierung; Schülerverhalten; Elternverhalten
Abstract	Background: Research suggests that school counsellors can have a positive influence on students' academic, social-emotional and career development. Although school counsellors have had longstanding direct and indirect involvement in providing support and services to students with disabilities (SWD), research into how school counsellors directly support SWD remains relatively limited. Purpose: In this study, we sought to review studies that examined school counsellors' support and services for SWD by analysing topic coverage, methods and findings to discern the existing research base. Design and methods: A systematic identification and review of research focused on studies about school counsellors and their support and services for SWD. A thematic analysis with an inductive approach was employed to uncover studies' patterns and content. Findings: In total, 32 studies were eligible for inclusion in the review. Analysis revealed that these studies were clustered into four themes: (a) interventions involving school counsellors; (b) school counsellors' perceptions and roles; (c) school counsellors' support of SWD through career development, transition or graduation; and (d) students' or parents' perceptions about school counsellors. Of the 32 studies, over half included surveys, primarily eliciting perceptions and attitudinal information from school counsellors, whilst fewer than one-quarter featured data about school counsellors delivering interventions to SWD. Conclusions: Our review suggests that a substantial evidence base in this area has not yet been established, meaning that minimal research has taken place to guide school counsellors regarding support and services for SWD. Implications include a call to researchers to expand the supply of high-quality and rigorous studies focused on school counsellors and SWD, especially intervention studies, subsequently leading towards research-informed practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01