This study concerns the impact of providing teachers with increasing levels of information about a hypothetical student's PTSD symptoms. Specifically, the amount of information given teachers was examined as it impacted: 1. teachers' causal attributions, 2. their ability to identify specific emotional problems, and 3. their ability to choose accommodations recommended for students with PTSD. An online survey format was used to randomly assign 236 teachers to one of three levels of information about a hypothetical student namely, 1) description of behavioral and academic difficulties in the classroom (Behavioral Descriptors), 2) Behavioral Descriptors plus information about trauma exposure and diagnosis of PTSD (PTSD Diagnosis), and 3) Behavioral Descriptors, PTSD Diagnosis plus outcomes associated with PTSD (PTSD Outcomes). Increased levels of information resulted in a significant increase in accurate identification of the cause of student difficulties overall. Regarding ability to identify specific emotional diagnoses, teachers' ability to identify PTSD as the accurate emotional problem represented was also significantly more likely with increased levels of information. However, the likelihood of teachers to identify accommodations recommended for students with PTSD was not significantly impacted by increased levels of information. Results indicated that teachers make more accurate causal attributions about students with PTSD with increased information, but this does not result in increased ability to identify classroom accommodations that are recommended for students with PTSD.

Although school counselors strive to address the needs of all students, children with learning disabilities are often overlooked (Bergin & Bergin, 2005; Dahir, 2004). Under federal requirements, all federally funded schools are required to provide services to students with disabilities. Further, the American School Counselor Association's (ASCA) model for school counseling programs stipulates that school counselors should ensure appropriate services are provided to all students (Milsom, 2002). Research has been completed regarding teachers' attitudes toward complying with the federal mandates (Bateman & Bateman, 2002; Rea & Davis-Dorsey, 2004). There is, however, considerably less information regarding school counselors' roles, and only minimal information on their attitudes and background experience regarding learning disabilities (Frye, 2005; Greene & Valesky, 1998; Milsom, 2002). School counselors from ASCA's southern region were asked to respond to the Attitudes Toward Learning Disabilities Instrument online survey. The findings of this study demonstrated that although school counselors overwhelmingly support ASCA's guidelines, few have the full credentials outlined by the ASCA model. A majority of the counselors in this study had little or no educational training and reported feeling unprepared to address educationally-based tasks such as developing classroom accommodations, or acting as a consultant to the school staff on learning disability issues. In contrast, one third of the participants in this study were certified teachers who reported feeling prepared and confident about all areas of academic and disability services. These results support the conclusions of previous research which indicated that counselor preparation and years of experience were found to be related to more positive attitudes toward inclusion (Greene & Valesky, 1998; Greer & Greer, 1995; Milsom, 2002; Milsom & Akos, 2003) Availability Unrestricted: Release the