Abstract
Phenomenological inquiry was used to interview counselor education doctoral students about their experiences and perceived competency and preparedness to counsel individuals with disabilities. Three overarching themes emerged: (1) continuous self-directed learning, (2) disability is multifaceted, misunderstood, and evolving, and (3) influential learning factors. Implications and recommendations for counselor educators and training programs are provided.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Dickens, Kristen N.; Varnado-Johnson, Chantrelle; and Best, Synthia
(2026)
"More than just multiculturally competent: Doctoral student competency and preparedness to work with individuals with disabilities,"
Georgia Educational Researcher: Vol. 22:
Iss.
2, Article 1.
DOI: 10.20429/gerjournal.2026.220201
Available at:
https://digitalcommons.georgiasouthern.edu/gerjournal/vol22/iss2/1
Supplemental Dois
Included in
Counselor Education Commons, Disability and Equity in Education Commons, Disability Studies Commons