Future School Counselors' Perceptions of Twice-Exceptionality: An Exploratory Study

An exploratory survey was given to school counselors-in-training to gather preliminary information about their perceptions regarding students with twice-exceptionalities, their professional roles concerning service provision, and the roles of other helpers in assisting twice-exceptional students in...

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Bibliographic Details
Published in:Research in the schools 2011-04, Vol.18 (1), p.1
Main Authors: Leggett, Debra, Shea, Irene, Leggett, Joanna
Format: Article
Language:English
Subjects:
Advocacy
Anxiety
Attention Deficit Hyperactivity Disorder
Career Development
Career development planning
Career Planning
Children
Collaboration
Counseling Techniques
Counselor Role
Counselor Training
Education
Educational Environment
Educational Finance
Ethics
Gifted Disabled
Gifted education
Graduate Students
Individual Development
Instructional Leadership
Learning
Learning disabilities
Mental depression
School Counseling
School Counselors
Social Development
Student Attitudes
Students
Surveys
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Summary:An exploratory survey was given to school counselors-in-training to gather preliminary information about their perceptions regarding students with twice-exceptionalities, their professional roles concerning service provision, and the roles of other helpers in assisting twice-exceptional students in the school setting. Thirty-seven participants responded to the survey consisting of 18 first-year and 19 second-year graduate students. Results provide descriptive information from the future school counselors about their perceptions of twice-exceptionality and current understanding of how to serve these students best. Participants deemed vocational/career planning as their most important role rather than advocacy. This initial survey is presented with the intention of stimulating discussion among counselors and educators regarding the practicalities involved in meeting the ethical mandates to serve twice-exceptional students successfully. (Contains 1 table.)
ISSN:1085-5300