Not ‘everything’s a learning experience’: racialized, Indigenous, 2SLGBTQ, and disabled students in social work field placements

Bie, Alise de; Chaplin, Janice; Vengris, Jennie; Dagnachew, Eminet; Jackson, Randy

doi:10.1080/02615479.2020.1843614

Cited by 14 publications

(3 citation statements)

References 27 publications

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“…As much as they bring diversity to the workplace, their impacts on their co-workers cannot be accurately ascertained. Thus, work placements may help to enhance positive interactions between these students and other employees, which will be meaningful in their careers (De Bie et al, 2021; Maher et al, 2022).…”

Section: The Stakeholdersmentioning

confidence: 99%

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Enhancing the work placement experience of students with disabilities

Mogaji

Nguyen

2022

Industry and Higher Education

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Work placement learning enhances self-efficacy and work readiness for students. However, students with disabilities often have a different experience with regard to work placements. With a growing number of people with disabilities in universities, it is essential to provide students who have disabilities with an inclusive learning and working environment. Expanding on previous studies that have explored industrial work placement in higher education across different levels of disabilities, this study is contextualised in Nigeria and adopts an integrative literature review approach to critically review and synthesise the literature on student experience, disability, work placement and higher education in the country. This process enables the development of a new theoretical framework and perspective for enhancing the work placement experience of students with disabilities. The study contributes to the existing knowledge regarding work experience, students with disabilities and student experiences in developing countries. It also has practical implications for stakeholders involved in work placements for students with disabilities.

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Section: The Stakeholdersmentioning

confidence: 99%

“…Students with disabilities are in great need of meaningful work placements to enable them to secure employment after completion of their studies (De Bie et al, 2021). Employment is critical for these students: poverty rates are very high for individuals with disabilities worldwide (WHO, 2021).…”

Section: The Stakeholdersmentioning

confidence: 99%

Enhancing the work placement experience of students with disabilities

Mogaji

Nguyen

2022

Industry and Higher Education

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“…In response to recommendations in the DAG Report, accessibility and accommodation statements were added to all social work course outlines, and several faculty have incorporated universal design principles into classroom instruction and assignment options to proactively anticipate and mediate learning barriers, and enable students to complete essential course requirements in multiple ways (Lightfoot and Gibson, 2005;de Bie and Brown, 2017;Kim and Sellmaier, 2020). Our resistance to the classroom attendance policy, which stipulated that students physically attending less than 80 per cent of a course would automatically fail, led to its revision.…”

Section: Change In Policy and Practicementioning

confidence: 99%

Disabled student advocacy to enhance accessibility and disability inclusion in one School of Social Work

Bie

Kumbhare

Mantini

et al. 2021

Critical and Radical Social Work

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In this article, current and former social work students with disabilities consider how the student Disability Action Group has facilitated greater accessibility and disability inclusion in our Canadian university’s School of Social Work. After reviewing the relative absence of disabled student voices in the published literature on disability/accessibility advocacy initiatives in Canadian social work education, we reflect on the work of the Disability Action Group and the successes and challenges we have faced. We encourage other disabled social work students to collectively advocate for their learning needs and call on faculty and staff to better support us in enhancing accessibility and documenting and sharing student efforts to do so.

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E-Learning and Social Work Education during COVID-19

Gad

2022

Public Organiz Rev

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Not ‘everything’s a learning experience’: racialized, Indigenous, 2SLGBTQ, and disabled students in social work field placements

Cited by 14 publications

References 27 publications

Enhancing the work placement experience of students with disabilities

Enhancing the work placement experience of students with disabilities

Disabled student advocacy to enhance accessibility and disability inclusion in one School of Social Work

E-Learning and Social Work Education during COVID-19

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