CLASSROOM ACCOMMODATIONS

Strongly Disagree Strongly Agree 1 2 3 4 5 6 7

2. Allow student to dictate test answers into a

tape recorder. 1 2 3 4 5 6 7 3. Provide two sets of books so that one set may

be kept at home. 1 2 3 4 5 6 7 4. Give tests in separate room supervised by

a proctor. 1 2 3 4 5 6 7 5. Allow student to tape record class notes. 1 2 3 4 5 6 7 6. Do not take points off for misspellings in

content area subjects. 1 2 3 4 5 6 7 7. Allow the use of books on audio tape. 1 2 3 4 5 6 7 8. Allow student to give oral answers on tests. 1 2 3 4 5 6 7 9. Provide student with a copy of the notes. 1 2 3 4 5 6 7 10. Provide page numbers to help student find

the answers to in class assignments. 1 2 3 4 5 6 7 11. Give directions in small steps. 1 2 3 4 5 6 7 12. Provide student with the same number

of problems, but put fewer on each page. 1 2 3 4 5 6 7

SECTION IV:

The following statements regarding students with learning disabilities pertain to 504-only students who for the purpose of this study are defined as students who do not qualify for special education services under the Individuals with Disabilities Act, but who do qualify under Section 504 of the Rehabilitation Act of 1973 for accommodations given by the regular education teacher within the regular classroom.

Please circle the number that matches the extent of your reactions to the following statements. 1. School Counselors chairing the multidisciplinary team which determines plans and

placement for 504-only students

Unproductive ___ ___ ___ ___ ___ ___ ___ Productive 1 2 3 4 5 6 7 Anxious___ ___ ___ ___ ___ ___ ___ Calm 1 2 3 4 5 6 7 Unprepared ___ ___ ___ ___ ___ ___ ___ Prepared 1 2 3 4 5 6 7 Burdensome ___ ___ ___ ___ ___ ___ ___ Easy 1 2 3 4 5 6 7

Ethically Questionable ___ ___ ___ ___ ___ ___ ___ Justifiable 1 2 3 4 5 6 7

2. Teachers providing classroom accommodations to 504 students Unproductive ___ ___ ___ ___ ___ ___ ___ Productive 1 2 3 4 5 6 7 Anxious___ ___ ___ ___ ___ ___ ___ Calm 1 2 3 4 5 6 7 Unprepared ___ ___ ___ ___ ___ ___ ___ Prepared 1 2 3 4 5 6 7 Burdensome ___ ___ ___ ___ ___ ___ ___ Easy 1 2 3 4 5 6 7

Ethically Questionable ___ ___ ___ ___ ___ ___ ___ Justifiable 1 2 3 4 5 6 7

3. School counselors serving as consultants to the school staff regarding the characteristics of 504-only students Unproductive ___ ___ ___ ___ ___ ___ ___ Productive 1 2 3 4 5 6 7 Anxious___ ___ ___ ___ ___ ___ ___ Calm 1 2 3 4 5 6 7 Unprepared ___ ___ ___ ___ ___ ___ ___ Prepared 1 2 3 4 5 6 7 Burdensome ___ ___ ___ ___ ___ ___ ___ Easy 1 2 3 4 5 6 7

Ethically Questionable ___ ___ ___ ___ ___ ___ ___ Justifiable 1 2 3 4 5 6 7

Please use the space below for any comments you may have regarding your opinions or experiences with 504-only students and/or 504 accommodations.

________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Appendix B

First Electronic Message to Participants Dear School Counselor,

I would like to request your assistance with my dissertation study titled The Impact of Preparation, Field Experience, and Personal Awareness on Counselors’ Attitudes toward Providing Services to 504 Students with Learning Disabilities. I have developed a survey (Attitudes Toward Learning Disabilities Instrument or ATLDI) that asks school counselors to respond to statements regarding providing services to 504-only students with learning

disabilities. 504-only students are students with learning disabilities who qualify for services under Section 504 of the Rehabilitation Act of 1973, but who do not qualify for special education services under the Individuals with Disabilities Education Act. As a result, 504-only students are eligible only for classroom accommodations provided by the regular education teacher within the regular education classroom. I plan to use the data from the survey to examine the differences in school counselors’ attitudes toward providing services to 504-only students based upon various levels of the counselors’ preparation, field experience and personal awareness of disabilities. All information that you provide is anonymous; there will be no way of identifying you after you submit your answers. The survey will take approximately 15-20 minutes to complete.

If you are willing to assist me with this important step in my study, please click the following link to connect to the ATLDI:

http://www.surveymonkey.com/s.asp?u=188071774927

Completion and electronic submission of the ATLDI will indicate your consent for participation in this study.

If you are not connected automatically, then you can cut-and-paste the link into the address box on your web browser and then press enter.

Your answers on this survey and the comparisons of ratings of school counselors’ attitudes will provide important information regarding school counselor’s attitudes, beliefs, and training in regards to working with students with learning disabilities. The data may also assist in shaping the curriculum of future school counseling programs, and help in defining school counselors’ roles within the school system.

Participation in this study is entirely voluntary and you may withdraw consent and terminate participation at any time without consequence. The risks associated with this study are minimal. Some individuals may tire while answering the questions. If you would like additional

information about this study or if you would like to discuss any discomforts you may experience, please send your request to the principal investigator for this study, Dawn Romano, at

[email protected]. You may also contact my faculty advisor, Dr. Louis V. Paradise, by email, [email protected] or by telephone, 504-280-6026, for more information regarding this study.

Thank you in advance for your participation, Dawn M. Romano, M.Ed., NCC, LPC Doctoral Candidate

University of New Orleans

348 Bicentennial Education Building

University of New Orleans, Lakefront Campus 2000 Lakeshore Dr.

New Orleans, LA 70148 504-280-6026

Second Electronic Message to Participants Dear School Counselor,

If you have already participated in this study by completing the Attitudes Toward Learning Disabilities Instrument (ATLDI), thank you again for your participation.

If you have not had the opportunity to participate, please take approximately 20 minutes to read the following information and follow the hyperlink to complete the ATLDI.

I have developed a survey (Attitudes Toward Learning Disabilities Instrument or ATLDI) that asks school counselors to respond to statements regarding providing services to 504-only students with learning disabilities. 504-only students are students with learning disabilities who qualify for services under Section 504 of the Rehabilitation Act of 1973, but who do not qualify for special education services under the Individuals with Disabilities Education Act. As a result, 504-only students are eligible only for classroom accommodations provided by the regular education teacher within the regular education classroom. I plan to use the data from the survey to examine the differences in school counselors’ attitudes toward providing services to 504-only students based upon various levels of the counselors’ preparation, field experience and personal awareness of disabilities.

All information that you provide is anonymous; there will be no way of identifying you after you submit your answers. The survey will take approximately 15-20 minutes to complete.

If you are willing to assist me with this important step in my study, please click the following link to connect to the ATLDI:

http://www.surveymonkey.com

Completion and electronic submission of the ATLDI will indicate your consent for participation in this study.

If you are not connected automatically, then you can cut-and-paste the link into the address box on your web browser and then press enter.

Your answers on this survey and the comparisons of ratings of school counselors’ attitudes will provide important information regarding school counselor’s attitudes, beliefs, and training in regards to working with students with learning disabilities. The data may also assist in shaping the curriculum of future school counseling programs, and help in defining school counselors’ roles within the school system.

Participation in this study is entirely voluntary and you may withdraw consent and terminate participation at any time without consequence. The risks associated with this study are minimal. Some individuals may tire while answering the questions. If you would like additional

information about this study or if you would like to discuss any discomforts you may experience, please send your request to the principal investigator for this study, Dawn Romano, at

[email protected]. You may also contact my faculty advisor, Dr. Louis V. Paradise, by email, [email protected] or by telephone, 504-280-6026, for more information regarding this study.

Thank you in advance for your participation, Dawn M. Romano, M.Ed., NCC, LPC Doctoral Candidate

University of New Orleans

348 Bicentennial Education Building

University of New Orleans, Lakefront Campus 2000 Lakeshore Dr.

New Orleans, LA 70148 504-280-6026

Final Electronic Message to Participants Dear School Counselor,

Thank you to everyone who participated in my dissertation study titled The Impact of Preparation, Field Experience, and Personal Awareness on Counselors’ Attitudes toward Providing Services to 504 Students with Learning Disabilities by completing the Attitudes Toward Learning Disabilities Instrument (ATLDI). The study, which ran from February 15, 2006 to March 31, 2006 has now been concluded.

The data from the survey has been used to examine the differences in school counselors’ attitudes toward providing services to 504-only students based upon various levels of the counselors’ preparation, field experience and personal awareness of disabilities.

If you would like to receive a copy of the final results, please send an email request to Dawn Romano at [email protected].

If you would like additional information about this study or if you would like to discuss any discomforts you may have experienced, please send your request to the principal investigator for this study, Dawn Romano, at [email protected]. You may also contact my faculty advisor, Dr. Louis V. Paradise, by email, [email protected] or by telephone, 504-280-6026, for more information regarding this study.

Thank you for your participation, Dawn M. Romano, M.Ed., NCC, LPC Doctoral Candidate

University of New Orleans

348 Bicentennial Education Building

University of New Orleans, Lakefront Campus 2000 Lakeshore Dr.

New Orleans, LA 70148 504-280-6026

Appendix C