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A survey on experiences with child abuse reporting was obtained from 116 middle and high school counselors and principals across the U.S. Results revealed that counselors throughout their careers had made more reports than principals and perceived themselves to be better trained on child abuse. Those school professionals with fewer years of experience reported more adequate pre-service training. Counselors also failed to report in more instances than principals, citing as deterrents the lack of physical evidence and little faith in child protective services. Most counselors and principals took appropriate action when presented with case examples of child sexual abuse. Recommendations for future research are provided.

It had taken Jason several weeks to muster the courage to speak to his assigned school counselor. He was at the peak of his humiliation. Every day when Jason entered the classroom, he had to face his second-period teacher, who would make subtle remarks about his culture and the way he dressed. He felt mortified, degraded, and depressed. He was hoping as he entered the counselor's office that she would understand his problem and might consider changing his second-period class so he could avoid that teacher.Sarah has Down syndrome. She is in a general education classroom with a full-time teacher's aide. At times, her teacher gets frustrated with her behavior. The teacher will speak to Sarah in a curt tone, is very impatient, and frequently yells at Sarah when she takes too long to complete her work. Once she told the class that they had to wait for "slow Sarah" before they could go to recess. Sarah feels uncomfortable when the teacher makes these comments.

Sexual abuse of individuals with disabilities occurs in alarming proportions, although the prevalence and incidence of such abuse is difficult to determine. Although all states maintain statistics on child sexual abuse, the rate of victimization for individuals with disabilities is not specific. This paper reviews several studies conducted on sexual abuse of individuals with disabilities with a focus on clinical prevention strategies. Recommendations for future directions in prevention and research are provided.

A representative sample of counselor educators at U.S. universities were surveyed to Identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty-two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses.