This paper addresses the strengths and needs of neuro-divergent teachers and learners based on the general accessibility policies of social work programs across the US, existing literature, and a qualitative study. The paper seeks to provide accessible and inclusive pedagogy through a disability justice framework in social work education.
Learning Objectives:
At the end of this session, attendees should be able to:
Upon completion, participants will be able to provide evidence on the nature of discriminations, challenges, etc., that neuro-divergent individuals experience in social work education.
Upon completion, participants will be able to identify best practices that support individuals who learn differently in social work programs.
Upon completion, participants will be able to understand and embrace an inclusive and accessible curriculum for students and teachers in social work education, especially at the Grand Valley State University.
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