School Counselors as Ecological Coordinators in Inclusive Education: Perspectives on Supporting Students with Learning Disabilities

İnan B., Çetin E., Bulduk N.

International journal of educational studies and policy (Online), cilt.7, sa.3, 2026 (TRDizin)

Özet

Inclusive education requires coordinated support systems to address the complex academic and socio-emotional needs of students with learning disabilities (LD). This qualitative study, employing a case study design, explores school counselors' perspectives on the provision of guidance and counseling services for students with LD in inclusive primary and secondary school settings in Türkiye. The study group consisted of ten school counselors (six female and four male) working in five primary and five middle schools located in the city center of a province in Türkiye, selected through criterion sampling. Data were collected through semi-structured interviews conducted between May and June 2025 and analyzed using inductive content analysis. The findings reveal that school counselors assume multifaceted responsibilities, including participation in identification and assessment processes, Individualized Education Programs (IEPs) coordination, teacher consultation, family collaboration, and socio-emotional support. Concurrently, structural and professional challenges such as limited preparation in special education, heavy workloads, overcrowded classrooms, and inconsistencies in Guidance and Research Center (GRCs) procedures constrain the effectiveness of these services. A key contribution of this study is the conceptualization of school counselors as ecological coordinators within inclusive education systems, whose effectiveness is shaped by interactions across microsystem, mesosystem, exosystem, and macrosystem levels. Strengthening professional development opportunities, promoting interdisciplinary collaboration, and improving institutional support mechanisms are recommended to enhance the quality of inclusive guidance services.