Is the Edge “Insight?”
Accessible Social Work Education in
Canadian, US, UK and Australian
Schools of Social Work
Judy MacDonald
Irene Carter
Roy Hanes
Stephanie Skinner
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Disability and Education
 Zola (1980) suggests if we live long enough 100% of us will
experience living with a disability.
 14% of the Canadian population identify as living with a
disability; some provinces (NS) has a high of 20% (Stats
Canada, 2006).
 25% of working aged individuals have a university
education; whereas only 12% of people with disabilities
have a university degree (Stats Canada, 2006).
 Number of disabled student enrolments in NS in 2009 was
2.64% total enrolment (N.S. Postsecondary Disability
Services, 2009).
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Disability and SW Education in
Canada
 In Canada 5.5% of BSW students, 4.3 of MSW students,
and 1.3% of PhD students have a disability (Dunn,
Hardie, Hanes and MacDonald, 2006.)
 Through the charter of rights and human rights legislation
– we have a ‘duty to accommodate.’
 Persons with Disabilities Caucus of CASWE surveyed
SSW in Canada in 2003 (with no translation) and again
in 2010/2011 (with translation) exploring admissions,
recruitment, curriculum, field, accommodations, retention
issues.
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Disability and SW Education in
Canada
2003 – 35 Deans and Directors of SSW were sent a ten
page survey – 71% response rate.
Key findings:
 1) 1/3 of schools had school specific disability policies of which 17% were in writing.
 2) 72% of schools had employment equity policies, yet
very few actively recruited faculty or staff with disabilities
- disabled faculty 4%; and staff 3%.
 3) 14% BSW, 53% MSW, and 66% of PhD programs lack
disability curriculum within their programs (meaning at
least one class in one course on disability).
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Disability and SW Education in
Canada
 2010-2011 survey of 36 SSW (27 English, 9 French).
 75% response rate (23 English/4 French) - after numerous
emails and follow-up phone calls.
 23 of the 27 schools (85%) had at least one course related
to persons with disabilities – with all programs integrating
issues of disability across curriculum.
 Four programs did not offer disability related field
placements even though SW works with the disabled in
numerous fields, from hospital SW to mental health.
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US Literature Review
Legislation supports accommodation & affirmative action.
(American reference- education/employment equity;
Americans with Disability Act, 1990).
38% increase in demand in services.
Need: - disabled students & faculty
- disability content & advocacy
- better recruitment & retention
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US Schools of SW Surveyed
Findings so far…
 586 CSWE accredited SSW surveyed and to date there is a 20%
response rate – but still recruiting
 89% of schools of social work have equity statements
 87% integrate disability content in direct practice, policy or
diversity courses.
 39% have specific courses on social work & disability
 31% have interdepartmental collaboration re: disability studies
 11% offer dual MSW/JD programs
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Promoting Accessible Environments
Canadian and US Schools of Social Work
Canada
The literature indicates
• Rethinking disability in the form of
pedagogy, curriculum, and services
• Greater equity for students, faculty & staff
with disabilities
• Affirmative action as a method for
redressing discrimination
Surveyed
• (2003) 35 CASWE Accredited Schools of
Social Work –no translation for French
Schools, 71% response rate.
• 2010 – 11 36 CASWE SSW with
translation, 75% response rate. Explored
course content, field experiences, scholarly
activities, committees/advocacy, Affirmative
Action/equity and numbers of students,
faculty and staff with disabilities.
Findings suggest
• 1/3 had school specific disability policies,
17% in writing
• 85% had a least one course on disability
• Number of students with disabilities
decreased as degrees advanced; BSW
5.5%; MSW 4.3%; PhD 1.3%
• 11% had no disability field placements
Irene Carter
Judy MacDonald
Roy Hanes
Suzanne McMurphy
United States
The literature indicates
• Legislation supports accommodation &
affirmative action
• Missed opportunities & gains lost
• 38% increase in demand in services
• Need disabled students & faculty
• Need disability content & advocacy
• Need better recruitment & retention
Surveyed
• 586 CSWE Accredited Schools of SW
• Sought course content, field
experience, policies regarding
admission, number of students with
disabilities, groups dedicated to
disability issues and
interdisciplinary collaboration
Findings suggest
• 89% have equity statements
• 87% integrate disability content in
direct practice, policy or diversity
• 39% have courses on social work &
disability
• 31% have interdepartmental
collaboration
• 11% offer dual MSW/JD programs
Limitations Canada and US
• Response rate for French
schools 44%; English 85%
• Need qualitative research to
delve into the complexities
• Did not collect course syllabi
In the US study
• Addresses available from the
CSWE website were often
duplicates to the same school.
• Some subjects who received
more than one email chose not
to participate.
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Future Direction
SW and disability in the UK & AU
Qualitative research
Collaboration with SW schools
National workshops
International presentations
Publications
Limitations of Canadian Study
 Response rate for French schools 44%; English
85%.
 Did not have the opportunity to collect course
syllabi.
 Need qualitative research to delve into the
complexities to compliment quantitative research
findings. (Voices/experiences of people).
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Limitation of US Study
Addresses available from the CSWE website were often
duplicates to the same school.
Some subjects who received more than one email
chose not to participate.
 Need qualitative research to delve into the complexities
to compliment quantitative research findings.
(Voices/experiences of people).
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Disability in the UK
 Disabled people continue to be disadvantage despite the
positive legislative reform of the 1970’s.
 50% of disabled persons are employed as opposed to over
80% of non-disabled persons.
 Disabled persons have employment qualifications 2.5 times
less than non-disabled persons.
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Disability, UK Legislation and SSW
 Social model influenced legislative changes, resulting in
more inclusive environments.
 DDA (1995) required higher education to seek and act to
accommodate disability.
 The DRC (2006) investigated regulatory fitness and SW
students gained increased access.
 Educators need for more explicit regulations with
management support and specialists.
 Conception of equality often serves as a major barrier and
change may involve a longer process.
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Disability and SW Education in the UK
 Despite need for SWs, disability hardly mentioned.
 Disability is infused within the subjects of “lifestyle
approach” and “diversity perspective,” causing concern
disability will become “topical” or diluted.
 Students have limited understand of disability, thinking
only 58% of disabled persons experience discrimination.
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Disability and SW Education in the UK
 No unified notion of disability among SW student population
with some reporting negative attitudes.
 While some students felt infusing disability detracted from other
SW studies, others thought it might develop interest in disability.
 Inadequate understanding of disability issues, especially in
mental health.
 Suggested SW themes of social justice be applied to disability
with both infusion and focused teaching.
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Challenges in UK SW Education
 Medical model continues to dominate education.
 16% of the general population reported having a disability
compared to 4% in higher education.
 There is a lack of access due to money, transportation,
and lack of confidence.
 Clear mandates about student entitlement, but there are
no guidelines for student placements or suitability.
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Disability in Australia
 One in 5 Australians has an impairment and
increasing.
 Increased longevity and more need for complex
care.
 Increased need for SWs with a knowledge of
persons with disabilities and their needs.
 27,800 Australians with an unmet need for
accommodation. Welfare reform with reliance on
the market for life needs led to a reduction in
disability entitlements.
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Social Work in Australia and Persons
with Disabilities
 SWs pushed initiatives to reorganize social welfare and
raised awareness of disability issues.
 Paternalism continues to deny persons with disabilities
full participation as consumers, students and workers.
 Resistance to paternalism and exclusion prevalent by
activist movements.
 Persons with disabilities and advocates increasingly
demanded recognition in law with respect to how, when
and by whom they are supported.
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Social Work Education in Australia
 SW education has been highly influenced by the
discourses prevalent in the medical field.
 There is a need for new models of understanding,
collaboration and research.
 SW needs to integrate critical disability discourse into SW
education, developing greater awareness of “policy,
practice and political dimensions of a disabling society.”
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Social Work Education in Australia
 Disability is small in SW curricula, diminishing SWs role in
working with persons with disability.
 Very few persons with disabilities complete under graduate
studies and are extremely under represented in social work
as students, faculty and practitioners.
 Significant room for improvement in recruitment and
support of persons with disabilities.
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Comparing Disability and SW Education
in Canada, the US, UK, and Australia
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Future Direction
 Completion of US, UK, and Australian surveys.
 Comparison of advances in SW education re
disability.
 Qualitative research.
 National workshops and International presentations,
and publications.
 Collaboration with SW schools re national and
international standards for disability and SW
education.
SW
Questions/Discussions
 Judy MacDonald, Dalhousie University
 Irene Carter, University of Windsor
 Roy Hanes, Carleton University
 Stephanie Skinner, University of Windsor
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