Collaboration between Secondary Special Education Teachers and Community Rehabilitation Service Providers: A Focus Group Analysis

Collaboration by professionals across agencies has been identified as a research-based practice associated with successful post-school outcomes for students with disabilities. Succesful post-school outcomes include community employment, postsecondary education (such as involvement in two- or four-year college programs), and independent living for young adults with disabilities. Vocational rehabilitation counselors, special educators, and community rehabilitation providers (CRPs) must collaborate to increase the probability of successful outcomes, particularly given the advent of Pre-Employment Transition Services (Pre-ETS). Five core areas of Pre-ETS include: (a) job exploration counseling, (b) work-based learning experiences, (c) counseling, (d) workplace readiness training to develop social skills and independent living, and (e) instruction in self-advocacy. The purpose of this study was to gather qualitative data on the current status and future directions of relationships between high school special education teachers and CRPs regarding transition service delivery. In this study, focus groups were used to gather information specific to interagency collaboration. Three primary themes were generated: (a) barriers to effective interagency collaboration, (b) collaboration needs, and (c) recommendations to improve collaboration. Barrier included (a) communication, (b) community, (c) school, and (d) student and family factors. Both special education teachers and CRP professionals offered information regarding needs and recommendations to improve collaboration. Specific recommendations were identified to improve collaboration, such as improving the intake and discovery process by interviewing the special education teacher prior to the Individualized Education Program (IEP) meeting and creating a roles and responsibility chart including methods for communication and follow up, among others

Rehabilitation Counseling in Rural Settings: A Phenomenological Study on Barriers and Supports

Rehabilitation counselors working in rural settings encounter unique environmental and placement demands that differ from their counterparts employed in urban vocational rehabilitation (VR) settings. Rural areas have fewer employment options, limited public transportation options, lower educational levels, high unemployment rates, and cover large geographical areas. Counselors with a rural caseload often have the same number of clients as their peers in urban settings but fewer supports and resources with which to serve a geographically dispersed clientele. This paper highlights the findings from a phenomenological study regarding contemporary factors influencing rural rehabilitation counselors. The researchers utilized Bronfenbrenner\u27s ecological model to illustrate the complexities endemic in rural rehabilitation. The themes derived from the data are barriers to employment, supports enhancing employment outcomes, and effective strategies in rural rehabilitation. Recommendations specific to the rehabilitation counselor\u27s role in job development, marketing of VR services, and future research are addressed

State Vocational Rehabilitation Counselors\u27 Knowledge of the Discovery Process in Customized Employment

Researchers surveyed state vocational rehabilitation counselors (VRCs) working with job seekers receiving Customized Employment (CE) services. The survey included CE activities developed from a prior Delphi study conducted by Riesen, Hall, Keeton, and Jones (2019) with employment specialists deemed experts in CE, along with short answer questions on barriers and promotors to successful CE implementation. Fifty-three vocational rehabilitation counselors (VRCs) completed the survey and their responses regarding necessary CE activities corresponded with the Riesen et al. study, such as completing home visits and speaking with local businesses. However, barriers remain, including limited access to funding, adequately trained community rehabilitation programs (CRPs), and community resources. Positive factors for CE included collaboration with community agencies, families, and local businesses

How do supervisors assess and develop professional dispositions among counselors in vocational rehabilitation agencies? A qualitative inquiry

Evolving accreditation standards have prompted interest in the role of professional dispositions (PDs) in rehabilitation counselor education and practice. The purpose of this study was to explore (a) how rehabilitation counselor supervisors assess counselor PDs in field settings, (b) how supervisors facilitate the development of necessary PDs, and (c) which PDs supervisors perceive as difficult to influence. A qualitative thematic analysis was conducted using transcripts from interviews of 14 experienced supervisors. Supervisor response themes included the sources of evaluation data (informal/formal), evaluation uses, PDs-related supervision strategies, dynamics affecting PDs development, and the identification of PDs that are resistant to change

Rehabilitation counselor supervisors’ perceptions of counselor professional dispositions for rural service delivery

Professional dispositions are recognized as a fundamental to counselor professional practice, but this construct remains largely undefined. This qualitative study explored the professional dispositions that rehabilitation counselors should demonstrate for effective service delivery, particularly within rural areas. The researchers conducted semi-structured interviews to gather perspectives on the conceptualization and identification of professional dispositions in the field. Participants for this study were practicing rehabilitation counseling supervisors (n = 14) from five states and largely represented state/federal vocational rehabilitation agencies (n= 12). A preliminary, field-driven definition of the term professional disposition is presented, and primary dispositional categories are identified. Findings indicated three major dispositional themes that are necessary and generalizable to rehabilitation service delivery: traditional rehabilitation counseling values, professional attitude and conduct, and ethically principled behavior. A theme discrete to rural rehabilitation is also identified, community oriented. These domains reflect a focus on the client, the agency, and the community. The concept of ethically principled practice was a bridging theme that connects and is interwoven across the three main themes. Implications for practice and future research suggestions are also discussed

Exploring the Knowledge, Perceptions and Practice Patterns of School Counselors Regarding Vocational Rehabilitation for Transition Age Youth With Disabilities

There is a dearth of research exploring the potential impacts of collaborative partnerships between vocational rehabilitation (VR) and school counselors for transition age students with disabilities. The purpose of the current study was to explore school counselor\u27s beliefs and behaviors related to VR collaboration. Study participants were identified through national and state level professional school counselor associations and included 178 secondary school counselors. Participants completed the VR beliefs scale which was developed to attain information regarding secondary school counselor\u27s knowledge and practice patterns to VR counseling. Results indicated that while the majority of participants reported some familiarity with VR services, school counselors were not significantly involved with connecting students with disabilities to VR services. Three recommendations for future practice were provided (i.e., rehabilitation counselor initiated collaboration efforts and information dissemination, professional accountability and, interdisciplinary counseling training programs)

Curriculum Adoption in U.S. Schools: An Exploratory, Qualitative Analysis

The process of adopting curricula and programs in U.S. schools is an understudied topic. Given the importance of selecting evidence-based and contextually relevant programs that meet the needs of the school, additional research to examine this process is critical. In this exploratory investigation, we conducted semi-structured interviews with ten building-level and ten district-level school administrators to learn (a) how they identify needs for a new program and (b) the perceived factors that influence decisions in selecting a program to adopt. Qualitative data from interview transcripts were analyzed through thematic analysis as outlined by Braun and Clarke (3(2):77, 2006), and saturation was reached at interview 18. Results yield three primary themes in the data and several related subthemes. We discuss these results as they apply to ways to support schools through the adoption process and the ample opportunities for future research