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Actual Condition and Activation Strategies in Counseling for Students with Disabilities in Inclusive Education via Their Parents

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(4), pp.97-119
  • DOI : 10.19049/JSPED.2018.19.4.05
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 12, 2018
  • Accepted : December 12, 2018
  • Published : December 31, 2018

Kim, Yo-seob 1

1가야대학교

Accredited

ABSTRACT

This study aimed to investigate actual condition, perceptions, barriers, and activation strategies in counseling for students with disabilities in inclusive education via their parents. One-hundred and six parents of students with disabilities in elementary or secondary schools participated for this study. A parent survey was used to collect data. The main results were as follows. First, all of the students experienced individual counseling and minority of them experienced group counseling or family counseling. Second, in terms of the counseling method, psychological counseling had the highest percentage and other methods such as behavior therapy, art therapy, and play therapy were also used. Third, the counseling topics ranked in the higher rate were improvement of school adaptation ability, improvement of social skills, behavior modification for problem behaviors, and improvement of communication skills. Fourth, the majority of the parents answered counseling services were helpful for their children, but perceived their children were less benefited in the counseling services compared to regular students. Fifth, the main barriers indicated by the parents to the counseling for students with disabilities were lack of intelligence and communication abilities of the students, lack of counselor’s knowledge and understanding as well as their counseling abilities and experiences for students with disabilities, and lack of parents’ concerns and efforts for their children’s improvement through counseling services. Sixth, activation strategies suggested mainly were increase of counselor’s knowledge and understanding for students with disabilities, increase of parents’ concerns for their children’s improvement through counseling services, increase of counselor’s recognition that students with disabilities were also their clients and were able to be benefited by counseling services. Seventh, parents suggested increase of counselor’s concerns of, and more active and regular counseling services for, students with disabilities, placement of expert counselors in schools or local education agencies in charge of students with disabilities, and increase of school counselors. Lastly, summary, discussion and suggestions for further study were included on the base of the results and implications from this study.

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