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The perceived importance of knowledge areas underlying rehabilitation counselor credentialing was examined. A common core of knowledge with differences across respondent characteristics was found.

Transition is a process that should empower students, families, and communities. This article integrates literature from counseling, rehabilitation, multicultural education, and special education to explain the importance of life-span considerations, including a focus on preschool and early school years, and the importance of the life-space factors of family, culture, and community. Principles of intervention for empowerment promote transition interventions that are maximally under the control of the student, promote independence and autonomy, are least intrusive, and are most natural for the chosen environment.

This article provides a brief review of the evolution and current status of rehabilitation counseling. Rehabilitation counseling practice is described along with the required competencies of rehabilitation counselors in providing services to individuals with disabilities. The professional status of the discipline is reviewed in terms of programs for educational preparation, professional associations, accreditation, regulation of practice, ethical mandates, and research. Finally, continuing challenges for the discipline are identified.

The purpose of this study was to investigate human resource development needs of certified rehabilitation counselors. A sample of 1,535 rehabilitation counselors who renewed their certification between March 1991 and October 1992 reported development needs in Vocational Services; Medical and Psychosocial Aspects; Case Management and Services; and Social, Cultural, and Environmental Issues. Significant differences in development needs were found across job levels, job settings, and job titles. Consideration of such counselor characteristics is recommended in human resource management.