A systematic review of the roles of social workers in inclusive education for children with disabilities

Asamoah, Edward; Tam, Hau-lin; Cudjoe, Ebenezer

doi:10.1177/0020872820971707

Cited by 14 publications

(11 citation statements)

References 36 publications

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“…Inclusive practice not only plays an important role in educational settings, but also is an important approach for social work practice at community levels. Social workers take up the roles of facilitator, advocate, collaborator, counsellor and service provider for children with SEN (Asamoah, Tam, & Cudjoe, 2021; Kirst-Ashman, 2010). Indeed, according to lifespan theories (Erikson, 1968), children and adolescents are developing their self-identity through daily life experience and interactions with peers and adults, despite whether they have special education needs or not.…”

Section: Discussionmentioning

confidence: 99%

“…Social workers not only need to learn how to work with these children, but also advocate for justice and diversity in community social service (Farrell, 2000). There is a need to remove the stigma and discrimination towards these children through community education (Asamoah et al, 2021; Kwan & Cheung, 2017). To promote inclusive practice in the community, social workers need to equip themselves with knowledge related with SEN and practical skills in handling emotions and behaviour of children and adolescents with SEN.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the limitations, the study showed evidence that the training program employing inclusive practice and strengths-based perspectives as the major skeleton was effective in reducing the negative perceptions of social workers on children and adolescents with SEN, improving their self-efficacy in inclusive practice, and enhancing their competencies in helping these children and adolescents. In response to the urge on ‘achieving this global goal [Sustainable Development Goal 4 (SDG): To ensure inclusive and equitable quality education and promoting life-long learning opportunities for all (UNESCO, 2015)] requires the involvement of social workers in inclusive education in light of systemic discrimination of children with special education needs’ (Asamoah et al, 2021, p. 3), the present study is a positive response to the call.…”

Section: Discussionmentioning

confidence: 99%

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Inclusive Practice for Children with Special Education Needs: Training for Social Workers

Leung

Yew

Kwok

et al. 2022

Research on Social Work Practice

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Purpose The study evaluated the effectiveness of a training program for social workers to reduce their negative perceptions on children with special education needs (SEN), enhance their self-efficacy for inclusive practice, and promote their competencies in helping these children in Hong Kong. Method A prospective quasi-experimental design was adopted in the evaluation, with 58 social workers (74% females) joining the program (the intervention group) and 39 (56.4% females) who did not join the program (the control group). Results Participants of the intervention group showed a significant decrease in negative perceptions towards children with SEN and an increase of self-efficacy for inclusive practice and competencies after participating in the program when compared with the control group. Discussion The study provides encouraging evidence on the effectiveness of a training program for promoting social workers’ self-efficacy and competencies for inclusive practice, which is essential for social work intervention for children with SEN.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Inclusive Practice for Children with Special Education Needs: Training for Social Workers

Leung

Yew

Kwok

et al. 2022

Research on Social Work Practice

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“…Teachers, paraprofessionals, school social workers, and school psychologists might be encouraged to share the workload to ensure that students with disabilities receive the individualized attention they need to succeed (Asamoah et al, 2021; Kellems et al, 2016). For instance, in the IEP development process, social workers can suggest ways for students with EBD to foster positive relationships with their peers (Asamoah et al, 2021) while psychologists can recommend appropriate interventions, accommodations, and resources (Asamoah et al, 2021; Kellems et al, 2016). The multidisciplinary approach may not only reduce teacher workload, but it also might provide assistance and expertise from a diverse group of professionals.…”

Section: A New Framework For Teacher Well-beingmentioning

confidence: 99%

What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom

et al. 2023

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Today’s teachers experience high levels of stress and fatigue which can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being.

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“…Educators should create an individual education plan development division at the schools where teaching is conducted through inclusiveness/integration. Educators cooperate with the individual education plan development office on issues that concern students who learn through inclusion/integration in the student behavior evaluation board and the award and discipline board (Asamoah, Tam, & Cudjoe, 2021).…”

Section: Full-time Inclusion/integration Educationmentioning

confidence: 99%

Iran-Turkey Comparison in Concerning the Rights and Needs of Children With Disabilities

Hassani

Seker²,

Malekabadizadeh

2022

EJES

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Raising a child with a lifelong disability requires time, attention, and the development of skills to assist the child to be healthy and participate in usual childhood activities. Caring needs may include providing medical care, education, and support. The study aimed to determine the educational system and support systems for children with disorders in Iran and Turkey and to establish the similarities and differences between these two countries. The research is a descriptive method that consonant with the nature and type of study, which a comparative study is, has been done in four stages description, interpretation, proximity, and comparison. This study analyzed the national education system of Turkey and the Iranian educational system. The data was collected through a checklist that included different data on various dimensions studied. The researchers collected the data via correspondence, the Internet, and books. Data collection was in line with the designed questions. The results of this study are as follows: the two countries are somewhat similar in terms of various financial, cultural, and educational support. But the crucial point of this research is to identify people with the disorder and the educational method. In Turkey, children are identified and referred to the relevant organization from birth and are monitored and controlled from then on. The children would be recognized from delivery in Iran, but screening children before joining the school is at the age of six. The study approved that Turkey's education system is more coordinated than Iran, as once a child is diagnosed with a disorder, the children's education initiates and, the children take re-assessment tests every year, and based on the results of these tests, skills which there is a defect and what needs to be done is written. Article visualizations:<img src="/-counters-/edu_01/0226/a.php" alt="Hit counter" />

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A systematic review of the roles of social workers in inclusive education for children with disabilities

Cited by 14 publications

References 36 publications

Inclusive Practice for Children with Special Education Needs: Training for Social Workers

Inclusive Practice for Children with Special Education Needs: Training for Social Workers

What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom

Iran-Turkey Comparison in Concerning the Rights and Needs of Children With Disabilities

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