Neurodiverse inclusive social work education considered through a student partnership.
Saved in:
| Title: | Neurodiverse inclusive social work education considered through a student partnership. |
|---|---|
| Authors: | Salisbury, Yasmine1 (AUTHOR), Foster, Richard1 (AUTHOR), Hill, Siobhan1 (AUTHOR), Buck, Gillian1 (AUTHOR) g.buck@chester.ac.uk |
| Source: | Social Work Education. Aug2025, Vol. 44 Issue 5, p1215-1230. 16p. |
| Subject Terms: | *Neurodiversity, *Social work education, *Teaching methods, *Group work in education, Inclusion (Disability rights), Narrative inquiry (Research method), Participatory design |
| 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 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 188923457 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Neurodiverse inclusive social work education considered through a student partnership. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Salisbury%2C+Yasmine%22">Salisbury, Yasmine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Foster%2C+Richard%22">Foster, Richard</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hill%2C+Siobhan%22">Hill, Siobhan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Buck%2C+Gillian%22">Buck, Gillian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> g.buck@chester.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Work+Education%22">Social Work Education</searchLink>. Aug2025, Vol. 44 Issue 5, p1215-1230. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Neurodiversity%22">Neurodiversity</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+work+education%22">Social work education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+design%22">Participatory design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188923457 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02615479.2024.2378915 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1215 Subjects: – SubjectFull: Neurodiversity Type: general – SubjectFull: Social work education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Inclusion (Disability rights) Type: general – SubjectFull: Narrative inquiry (Research method) Type: general – SubjectFull: Participatory design Type: general Titles: – TitleFull: Neurodiverse inclusive social work education considered through a student partnership. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Salisbury, Yasmine – PersonEntity: Name: NameFull: Foster, Richard – PersonEntity: Name: NameFull: Hill, Siobhan – PersonEntity: Name: NameFull: Buck, Gillian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02615479 Numbering: – Type: volume Value: 44 – Type: issue Value: 5 Titles: – TitleFull: Social Work Education Type: main |
| ResultId | 1 |
