Equity and Inclusion for Social Work Students with Disabilities: A Scoping Review

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teaching in Social Work Pub Date : 2022-10-20 DOI:10.1080/08841233.2022.2120158

Sharyn Dezelar, R. Hepperlen, L. Kiesel

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Abstract

ABSTRACT Social work programs have progressed in ensuring equal access for qualified students with disabilities. Yet, schools of social work and their faculty have often struggled to fully include and comfortably balance the rights of students with disabilities and the gate-keeping role that rests with them to ensure that trained social workers are suitable for professional practice. In this scoping review we identify and synthesize research regarding social work education’s proposed and implemented response to students with disabilities. We examine, within 34 published papers from 1990 to the present, the opportunities and challenges of both proactive and reactive responses for accessibility; identify theories, frameworks and tools developed as guidance to program support and gatekeeping; and provide a report of students with disabilities about the experience of social work education. Addressing disability frequently seems to be a low program priority, and the literature suggests that neither students nor faculty feel fully confident of program capacity to meet the inherent challenges.

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残疾社会工作学生的公平和包容:范围审查

摘要社会工作项目在确保合格残疾学生平等入学方面取得了进展。然而，社会工作学院及其教职员工往往难以充分纳入并轻松平衡残疾学生的权利和他们的把关角色，以确保受过培训的社会工作者适合专业实践。在这篇范围界定综述中，我们确定并综合了关于社会工作教育对残疾学生的建议和实施对策的研究。我们在1990年至今发表的34篇论文中研究了主动和被动应对无障碍环境的机遇和挑战；确定作为项目支持和把关指南而开发的理论、框架和工具；并向残疾学生提供关于社会工作教育经验的报告。解决残疾问题似乎经常是项目的低优先级，文献表明，学生和教职员工都没有对项目应对固有挑战的能力充满信心。

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来源期刊

Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.