An effective elementary school counselor's support of students with disabilities: A case study

Abstract

Using a qualitative single‐case study design, perceptions from multiple stakeholders about how an effective elementary school counselor provides supports for students with disabilities (SWD) were examined. Interviews occurred with a school counselor, a student with a disability, his parent, his general and special educators, and school administrators. Findings are described using an ecological perspective and highlight the roles of an effective school counselor as well as the importance of interactions among the school counselor, parents, teachers, and administrators to support SWD. In addition, unique perspectives were shared by an elementary student with a disability. Implications for school counseling practices and programs are provided.

Validity practices in qualitative research in school psychology

“…In the studies we reviewed, authors enacted thick rich descriptions by providing the reader with many different quotes from the participants “to ensure that the participants’ voices were well-represented” (Haegele et al, 2020). In addition to using direct quotes, researchers such as Vilbas and King-Sears (2021) enacted this procedure by describing their “participants, setting, and emergent themes” in rich detail (p. 877).…”

“…Onwuegbuzie and Leech (2007) defined an audit trail as “maintaining extensive documentation of records and data stemming from the study” (p. 240). Nine percent ( n = 13) of the articles cited the use of audit trails, which Vilbas and King-Sears (2021) concisely described as “detailing the process of data collection, analysis, and interpretation of the data” (p. 877). O’Bryon and Rogers (2016) described it as documenting “the process and product of the investigation” (p. 228) including various “methodological considerations and research decisions” they took at each step of the research process.…”