Abstract
The purpose of the present study was to examine the approach of school counselors (SCs) in supporting collaboration between school teachers and guardians of elementary school children with developmental disabilities. From semi-structured interviews with 17 school counselors, 30 examples of such collaborations were obtained. The interview data were analyzed using grounded theory. From a 4-step analysis, 5 hypotheses and models were generated. In light of those hypotheses and models, the school counselors’ approach was defined as prioritizing the growth of the child, while considering the diverse opinions of the child’s guardian and school teachers. Moreover, the viewpoints of the guardians and school teachers interacted. The school counselors’ role with respect to guardians included understanding guardians’ needs, support, and following guardians’ fluctuations. The school counselors’ role with respect to school teachers included backup and advice with respect to other institutions. The connections of guardians and school teachers were classified into communication, child-understanding, and consideration of both sides, and the relationships of these were also discussed. Limitations of the models generated from these data from interviews with school counselors were also considered.
