Disability Training and Programme Conduciveness in Counselor Education: A Preliminary Assessment.
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| Title: | Disability Training and Programme Conduciveness in Counselor Education: A Preliminary Assessment. |
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| Authors: | Emir-Öksüz, Elif (AUTHOR), Brubaker, Michael D. (AUTHOR), Aydemir-Döke, Deniz (AUTHOR) |
| Source: | International Journal of Disability, Development & Education. Nov2025, Vol. 72 Issue 7, p1391-1405. 15p. |
| Subjects: | Education of people with disabilities, Accreditation, Mental health, Cronbach's alpha, Data analysis, Evaluation of human services programs, Questionnaires, Disability determination, Descriptive statistics, Parenting, One-way analysis of variance, Statistics, Counseling, Factor analysis, Data analysis software, Discrimination (Sociology), Discrimination against people with disabilities, Masters programs (Higher education), Educational attainment, Cultural pluralism |
| Abstract: | Counselors from all speciality areas should be prepared to serve people with disabilities (PWDs). Thus, we examined how counselling students in CACREP accredited programmes evaluate their disability training and their programmes' disability conduciveness, and how it differs by speciality area. Effects of discrimination, ableism, power, privilege, and oppression on the life of PWDs, disability multicultural counselling competencies, and environmental, attitudinal, and individual barriers for PWDs were the training areas with highest three mean scores, indicating greater student satisfaction. Specific skills for leading a group consists of PWDs, sexual and reproductive concerns of PWDs, and parenting by parents with disabilities had the lowest three mean scores, indicating lower level of satisfaction. Results highlighted the inadequacy in disability training for clinical mental health and school counselling programmes. For disability conduciveness, almost one-fourth of the participants reported their programmes not meeting any of the criteria. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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