The Perception of Secondary School Teachers on the Availability of Counseling Services for Students With Learning Disabilities

Abstract

The current research aimed to assess the status of counseling services offered to students with Learning Disabilities (SLDs) in Macca as perceived by their teachers. The research methodology employed was descriptive. The sample consisted of 330 teachers (174 males and 156 females) who work in the government schools in Macca during the 2021 academic year. The data was collected using a questionnaire that covered three areas: 1) Psychological counseling services (PCS) consisting of 12 items, 2) Social counseling services (SCS) consisting of 10 items, and 3) Educational counseling services (ECS) consisting of 9 items. The questionnaire was validated and its reliability was established.

The findings revealed that the counseling requirements of secondary school students with Learning Disabilities (SLDs) in Macca, as perceived by their teachers, had a moderate average mean of 2.83. Additionally, the educational counseling services dimension was the top priority with an average mean of 2.88 and a moderate level of consistency, followed by psychological counseling services with an average mean of 2.81 and a moderate level of consistency. Lastly, the social counseling services dimension had the lowest average mean of 2.80 and a moderate level of consistency.

The results also indicated that there were no statistically significant differences in the responses about the availability of counseling services for secondary school students with Specific Learning Disabilities (SLDs) in Macca based on gender, academic background, work environment, years of experience, or the overall survey instrument. The study suggested establishing clear guidelines for counselors to effectively deliver the necessary counseling services for SLDs.