Lomas Gabriel I, Nichter Mary, Robles-Pina Rebecca
Department of Education and Educational Psychology, Western Connecticut State University, Danbury, USA.
Am Ann Deaf. 2011 Summer;156(3):305-19. doi: 10.1353/aad.2011.0028.
Since enactment of Public Law 94-142, residential schools for d/Deaf or hard of hearing (d/Dhh) students have lost enrollment to public schools. Public school counselors now must meet d/Dhh students' counseling needs. There is little literature on if and how counselors are doing this. The present study used a survey to evaluate the job satisfaction and expectations of 22 counselors working with d/Dhh students in programs across the United States. Follow-up interviews were conducted with 6 participants functioning as counselors for d/Dhh students. Results indicated that the counselors were generally pleased with their role, which, however, diverged markedly from the American School Counselor Association (2003) national model. The interviews revealed 5 themes that may be unique to counselors serving d/Dhh students in public schools: Authority Based on Experience, Director
自《第94 - 142号公法》颁布以来，招收失聪或听力障碍（d/Deaf或hard of hearing，简称d/Dhh）学生的寄宿学校的入学人数已流向公立学校。公立学校的辅导员现在必须满足d/Dhh学生的辅导需求。关于辅导员是否以及如何做到这一点的文献很少。本研究通过一项调查来评估22名在美国各地项目中为d/Dhh学生提供服务的辅导员的工作满意度和期望。对6名担任d/Dhh学生辅导员的参与者进行了后续访谈。结果表明，辅导员总体上对自己的角色感到满意，然而，这一角色与美国学校辅导员协会（2003年）的全国模式有明显差异。访谈揭示了5个可能是公立学校中为d/Dhh学生提供服务的辅导员所特有的主题：基于经验的权威、主任
