An assessment of learning disabilities teacher consultant role functions

The purpose of this study was to survey currently employed Learning Disability Teacher Consultants in Burlington, Camden, and Gloucester counties for an assessment of their current job priorities, as related to the five role responsibilities, as well as their perceived competencies within their role functions. Thirty-six questionnaires were mailed; a 66 percent return was obtained. Percentages were computed to determine the rank order of importance assigned to the role functions. A rank order of the list of competencies was determined for both the average ratings of importance and the average ratings of proficiency. The LDT-C ranked the role responsibilities as follows: first, educational diagnostician; second, instructional programmer; third, team member; fourth, educational consultant; fifth, instructional leader. Areas of proficiency included: educational planning through their ability to develop and integrate an educational plan based on diagnostic findings, major aspects and types of learning disabilities in school children. A need for greater proficiency was indicated in conducting clinical observations in various settings and selecting and administering appropriate diagnostic instruments, and understanding rules and regulations for implementing laws governing the handicapped. Of the 41 skill competencies, the knowledge of various instructional settings and programs to match specific learning styles was ranked first. Final ranking was assigned to the ability to evaluate projects by using statistical methods