Involving People with Profound and Multiple Learning Disabilities in Social Work Education: Building Inclusive Practice.
Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvem...
| Published in: | Social Work Education Vol. 35; no. 8; pp. 918 - 933 |
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| Main Authors: | , , , |
| Format: | Article |
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Taylor & Francis Ltd
Dec2016
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=120263662&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 120263662 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Dec2016 vid: 35 iid: 8 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 120263662 10.1080/02615479.2016.1239705 ppf: 918 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1013KB tig: atl: Involving People with Profound and Multiple Learning Disabilities in Social Work Education: Building Inclusive Practice. aug: au: Ward, Nicki Raphael, Christian Clark, Matthew Raphael, Vicki affil: School of Social Policy and Social Work, University of Birmingham, Edgbaston, Birmingham, UK Cambridge, UK su: Learning disabilities Disabilities Social work education Higher education Cognition disorders sug: subj: Learning disabilities Disabilities Social work education Higher education Other Individual and Family Services Cognition disorders keyword: attitudes and beliefs exclusion inclusive involvement People with profound and multiple learning disabilities attitudes and beliefs exclusion inclusive involvement People with profound and multiple learning disabilities ab: Service user and carer engagement is a foundational requirement of social work education. Despite this, questions remain about how diverse experiences are represented and who might be excluded from involvement. This paper focusses on one group of people who it is suggested are excluded from involvement, people with profound and multiple learning disabilities. Evidence is presented which demonstrates the extent to which this group have been marginalised and excluded from processes of involvement. The paper then provides a case study of one universities’ experience of developing work in this area, when a man with profound and multiple learning disabilities was commissioned to design and deliver specialist teaching for a group of qualifying social work students. We argue that the main barrier to inclusive involvement for people with profound and multiple learning disabilities is the attitudes and assumption of others about what they are capable of. We demonstrate how involvement in social work education helps to address these barriers by challenging the assumptions of students, the academy and society more broadly. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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