Connolly, Austin J.
May 1972
Focus on Exceptional Children;May1972, Vol. 4 Issue 3, p8
Academic Journal
This article addresses a problem related to teacher-pupil counseling in special education. It is suggested that a classroom teacher has an important role in student counseling. The teacher who has daily contact with each child is likely to have established a rapport which cannot be attained in periodic visits to a counselor. The teacher also has the benefit of personal observation, only some of which may get formally recorded in anecdotal records. Not all teachers are a good source of guidance and counseling, however. In fact, many teachers are unable to attain a counseling relationship; it is particularly difficult for the regular class teacher and the exceptional child. The child's scholastic ineptness, his immaturity or misbehavior may create a barrier which the teacher is unable or unwilling to bridge. The teacher who is willing to meet her counseling and guidance responsibilities must do more than pay them lip service. She will need to establish a classroom climate conducive to the discussion of adjustment problems, etc.


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