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• W1661538911 abstract "School counselors are charged with addressing the career development and transition needs of all students (American School Counseling Association [ASCA], 2005), yet research has revealed that not all school counselors are involved in postsecondary transition planning for students with disabilities. This exploratory study examined high school counselor involvement in postsecondary transition planning activities for students with disabilities. Recommendations regarding the collaborative provision of postsecondary transition planning services for students with disabilities are presented. School Counselor Involvement 3 School Counselor Involvement in Postsecondary Transition Planning for Students with Disabilities School counselors always have prioritized helping students prepare for life after school; the profession’s roots lie in vocational development. Although current trends in educational reform (e.g., No Child Left Behind) encourage school counselors to emphasize students’ academic development, career counseling continues to be an important component of the school counselor’s job. In fact, the American School Counselor Association ([ASCA], 2005) delineates individual planning (i.e., meeting with students to explore career interests, choose courses, etc.) as an important school counselor role, especially at the high school level. Additionally, the National Career Development Association ([NCDA], 2003) outlines the importance of school counselors assisting all students with career development and future planning. More specifically, the NCDA (2003) indicated that career development at the high school level “should center around helping youth make quality decisions regarding their educational/career plans at the postsecondary level” (p. 4). Developmentally appropriate postsecondary transition planning interventions that can be implemented by high school counselors via individual planning sessions, classroom guidance, or small groups might focus on areas including self awareness or career and college exploration (Niles & Harris-Bowlsbey, 2005). Hence, addressing topics such as interests and abilities, the college admissions process, job requirements, and how to prepare for a job interview could help students better understand themselves and their readiness for future careers or postsecondary education. School Counselor Involvement 4 Additionally, Super, Savickas, and Super (1996) indicated that engaging in career exploratory activities is important to an individual’s vocational success and satisfaction. Researchers (e.g., Kerka, 2002; Ohler & Levinson, 1995) have identified individuals with disabilities as a population particularly in need of career development and postsecondary transition planning interventions. More specifically, individuals with disabilities tend to be less successful in transitioning to careers (Murray, 2003), more often unemployed (Levine & Nourse, 1998), and less likely to pursue postsecondary education (Murray, Goldstein, Nourse, & Edgar, 2000), than individuals without disabilities. These less-than-positive outcomes signify a need to examine both the types and effectiveness of postsecondary transition planning services currently being provided to students with disabilities. The federal government first formally recognized the importance of postsecondary transition planning for students with disabilities in 1990 through the implementation of the Individuals with Disabilities Education Act (IDEA) and its mandated postsecondary transition planning component. According to IDEA, postsecondary transition planning for students with disabilities should be a collaborative process involving a variety of professionals. Agran, Cain, and Cavin (2002) stated that “only when all relevant school personnel and services agency representatives are fully involved can effective services and supports be identified and implemented” (p. 141). It could be argued that someone with specialized knowledge of career and college planning would be a beneficial postsecondary transition planning team member. School counselors might seem a logical choice to provide expertise in these areas, yet Milsom (2002) found that nearly one-third of high school counselors who completed her survey School Counselor Involvement 5 indicated they were not involved with postsecondary transition planning for students with disabilities. Similarly, Hitchings et al. (2001) found only 8% of their participating college students with learning disabilities indicated having met with a school counselor during high school to discuss coursework and requirements for applying to college. Agran et al. (2002) highlighted the potential contributions of vocational rehabilitation (VR) counselors in relation to postsecondary transition planning, but found that those individuals also rarely were involved. Reasons for their limited involvement included large caseloads and sporadic invitations from school personnel and parents. Purpose of the Study High school counselors are responsible for addressing the career and transition needs of all students, yet many report not being involved in postsecondary transition planning for students with disabilities. Additionally, little is known about the ways in which some high school counselors are involved in postsecondary transition planning for students with disabilities. This research was designed to fill that void in the literature. The following three research questions were explored: 1. What types of postsecondary planning activities do high school counselors engage in with students with mild disabilities (e.g., learning disabilities, attention deficit-hyperactivity disorder) and students with moderate to severe disabilities (e.g., cerebral palsy, autism)? 2. With what frequency do high school counselors engage in postsecondary transition planning activities for students with disabilities? 3. What reasons do school counselors give for not engaging in various postsecondary transition planning activities for students with disabilities? School Counselor Involvement 6" @default.
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• W1661538911 title "School Counselor Involvement in Postsecondary Transition Planning for Students with Disabilities." @default.
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