Bridging Abilities: A National Survey of School Psychologists, School Counselors, and College Disability Services Coordinators
Abstract
Trina Geye, Tarleton State University
The three interdisciplinary researchers (a school counselor, a school psychologist, and a higher education disability services professional) represented in this application met in response to an identified need: students with invisible disabilities served under Section 504 of the Americans with Disabilities Act seem to struggle significantly, as they transition from high school to college. Transition planning between high school and college rarely occurs and when it does, it does not often include training related to the self-advocacy required on college campuses. In addition to developing community-relevant and action-oriented research to obtain a clear picture of the scope of this problem, the researchers hope to develop a hub for resources for graduating seniors and their families, along with a strategic communication plan for those resources.
In order to collect and validate data related to invisible disability identification and supports in public education and college campuses, three separate surveys have been developed targeting high school counselors, school psychologists, and higher education disability services professionals, respectively. We developed each of the surveys with the input of subject-area professionals in phases as well as peer-review. The goal of the surveys is to assess the respondents’ understanding of the legal and professional standards and to identify disconnects between standards and practice.
We are requesting to survey disability services professionals within the AHEAD membership who have direct contact with students with disabilities as they transition into the college or university environment. Beyond that, no specific title or level of training is required. This project is explicitly linked to AHEAD’s stated goal to “enhance higher educational professionals' effectiveness” as it will result in the identification of areas of improvement in the transition from high school to college.
We have completed data collection for the school psychologist and school counselor roles, and presented those results at the Texas Psychological Association annual conference in November. Responses and questions from attendees highlighted the need for this line of work; psychologists were largely unaware of AHEAD’s documentation guidelines. The full results will be ready for presentation to AHEAD during the 2019 conference. The results of the project will be disseminated via conference presentations and peer-reviewed publications within each of the 3 represented fields. We will also create and maintain an evidence based resource for students with invisible disabilities, their families, and professionals, and will engage in aggressive marketing in order to make the information as widely available and impactful as possible.