| Autor: |
McGinley, Jacqueline M., Escobar-Sawicki, Christine, Sellmaier, Claudia, Zidan, Tarek |
| Předmět: |
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| Zdroj: |
Field Educator; Spring2024, Vol. 14 Issue 1, p1-15, 15p |
| Abstrakt: |
Social work educators have an obligation to ensure inclusive learning environments for students with disabilities, who account for approximately 20% of the undergraduate and graduate population at most postsecondary settings. However, little is known about how MSW and BSW policies direct educators and supervisors to uphold these obligations in the context of field education. This descriptive content analysis employed a mixed-methods approach to analyze a cross-section of 50 field education manuals from social work programs across the United States. Findings suggest that, while most field education manuals articulate policies specific to students with disabilities (e.g., nondiscrimination and antiharassment legalese, disclosure practices, accommodations processes), the depth and breadth of these policies varies significantly. The implications of these findings and emergent best practices for supporting students with visible and invisible disabilities during their internship experiences are described. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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