Neurodiverse inclusive social work education considered through a student partnership.
To improve inclusion in one social work teaching department, a 'Students-as-Partners' project employed four social work students with lived experience of neurodiversity to work in partnership with staff on pedagogical design. The student partners' role was to evaluate teaching and learning through n...
| Publicado en: | Social Work Education Vol. 44; no. 5; pp. 1215 - 1231 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=188923457&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 188923457 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: Aug2025 vid: 44 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 188923457 10.1080/02615479.2024.2378915 ppf: 1215 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 365KB tig: atl: Neurodiverse inclusive social work education considered through a student partnership. aug: au: Salisbury, Yasmine Foster, Richard Hill, Siobhan Buck, Gillian affil: Warrington Campus, University of Chester, Warrington, UK su: Social work education Inclusion (Disability rights) Teaching methods Neurodiversity Narrative inquiry (Research method) Group work in education Participatory design sug: subj: Social work education Inclusion (Disability rights) Teaching methods Other Individual and Family Services Neurodiversity Narrative inquiry (Research method) Group work in education Participatory design keyword: coproduction inclusion pedagogical design student partners coproduction inclusion pedagogical design student partners ab: To improve inclusion in one social work teaching department, a 'Students-as-Partners' project employed four social work students with lived experience of neurodiversity to work in partnership with staff on pedagogical design. The student partners' role was to evaluate teaching and learning through neurodivergent lenses and co-design strategies to enhance provision. Higher education can often adopt an individualized, adaptive approach to difference , rather than a social approach to inclusion where whole courses and environments are designed with neurotypical and neurodivergent learners in mind. 'Neurodiversity' offers social work education a constructive new paradigm for understanding learning experiences and for considering individuals' strengths alongside challenges. Using a reflective, critical storytelling approach , this article weaves published research findings with the experiences of three student partners and one staff partner, to reflect on and analyze a Students-as-Partners neurodiversity pilot. We conclude that educational designs which actively include the perspectives and ideas of neurodivergent students can deepen understanding of individual challenges and strengths and facilitate the co-creation of more inclusive teaching and assessment strategies. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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