Disability Competencies in a CACREP Graduate Program: A Grounded Theory and Case Study

There is growing evidence supporting multicultural competencies as a key component of the CACREP standards and ethical responsibilities for faculty counselor educators and supervisors (FCESs). However, literature supporting multicultural competencies has significant gaps as it relates to the conceptualization and practice of disability competencies in CACREP counselor education. Furthermore, the lack of disability competencies and the stigma surrounding disabilities has led to frustration, academic remediation, and the withdrawal of students with disabilities. Despite the CACREP standards, FCESs have failed to infuse disability competencies when working with students with disabilities. This qualitative research used grounded theory and case study to examine the processes, actions, and interactions involved in disability competencies as it relates to students with disabilities. After recruiting 11 participants, the researcher completed data collection by conducting individual interviews and focus groups. Three themes emerged to form a model for the conceptualization and practice of disability competencies in CACREP programs: Comprehensive Knowledge (Overview of Disabilities, Ethical, Legal, and Policy, and Resources and Support) of the disability culture; Awareness of Attitudes and Behaviors (Feelings and Emotions, Characteristics, and Eliminating Negative Attitudes and Behaviors); and Abilities and Skills (Cultural Engagement, Broaching, Professional Development) in CES to engage with disability culture. The findings provided valuable cultural insight for enhancing counselor education and training programs to improve outcomes for a minority population needing social justice and advocacy.