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Neurodiverse inclusive social work education considered through a student partnership

Salisbury, Yasmine
; 
Foster, Richard
; 
Hill, Siobhan
; 
Buck, Gillian
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Other Contributors
Affiliation
University of Chester
EPub Date
Publication Date
2024-07-16
Submitted Date
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Health and Social Care
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Abstract
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 individualised, adaptive approach to difference (Clouder et al., 2020), 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 (Long, 2023). Using a reflective, critical storytelling approach (Beresford, 2016), this article weaves published research findings with the experiences of three student partners and one staff partner, to reflect on and analyse 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.
Citation
Salisbury, Y., Foster, R., Hill, S., & Buck, G. (2024). Neurodiverse inclusive social work education considered through a student partnership. Social Work Education, vol(issue), pages. https://doi.org/10.1080/02615479.2024.2378915
Publisher
Taylor & Francis
Journal
Social Work Education
Research Unit
URI
http://hdl.handle.net/10034/628852
DOI
10.1080/02615479.2024.2378915
PubMed ID
PubMed Central ID
Type
Article
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Description
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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ISSN
0261-5479
EISSN
1470-1227
ISBN
ISMN
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Sponsors
University of Chester Access and Participation team
Additional Links
https://www.tandfonline.com/doi/full/10.1080/02615479.2024.2378915