Abstract
AbstractUsing 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.
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