Abstract
Universal design for learning (UDL) is an educational framework that incorporates accessibility in curricular design and implementation to promote an inclusive student learning environment. Moving away from one-off, individualistic student accommodations, UDL aims to promote a holistic learning model that is student-centred, collaborative, and inclusive of all learners. Despite the inclusive and accessible nature of UDL, this framework has not been readily incorporated into social work education to date. In this chapter, the authors consider how UDL aligns with a strengths perspective in social work education and outline reflections on their experiences adopting UDL in the social work classroom (both on-campus and online, and in graduate and undergraduate courses), including attention to areas of relative ease and difficulty in embedding UDL components. To conclude, the authors discuss future directions for social work educators.
TopBackground
Social Work Education in Canada
The educational pathway to becoming a social worker in Canada involves completing an accredited professional university degree program at the undergraduate or graduate levels. Bachelor of Social Work (BSW) and Master of Social Work (MSW) degree programs are generally offered on-campus, although there are a few online programs (CASWE-ACFTS, 2020). To be an accredited social work program in Canada, respective universities must demonstrate that their program conforms to the Canadian Association of Social Work Education’s (2013) accreditation standards. These standards include specific learning objectives such as acquiring the ability for self-reflection, knowledge of the Canadian Association of Social Workers Code of Ethics and Guidelines for Ethical Practice (CASW-ACTS, 2005), critical thinking in professional practice, understanding one’s role in the advancement of human rights and social justice, curricular requirements at the BSW or MSW levels, and the practice skills acquired through field education placement(s) in diverse social work practice settings (i.e., 700 hours at the BSW level and 450 hours and/or a thesis/memoir at the MSW level). Although the course offerings in social work programs may differ slightly, they must demonstrate that they meet all the learning outcomes and standards prescribed. The CASWE-ACFTS Commission on Accreditation regularly evaluates each social work program (every eight years or less) to ensure each program adheres to the accreditation standards (CASWE-ACFTS, 2014).
Through their vision and mission statements, schools of social work mirror the profession’s values and principles and their commitment to social justice, inclusion, and respect for all persons’ worth and dignity (CASW-ACTS, 2005). To reflect the people and communities served by the profession, schools of social work seek to admit students representative of the broader community and those who will work well with people accessing social work services. As part of the Canadian accreditation standards, schools of social work are urged to expand their admission processes to be more inclusive of diverse populations. One process includes collecting demographic data that readily tracks students’ profiles to address prevailing inequities. Some research suggests that enrolment of equity-seeking groups (e.g., racialized, Indigenous, 2SLGBTQ+, and people with disabilities) is increasing in post-secondary institutions, which includes social work programs (de Bie, Chaplin, Vengris, Dagnachew, & Jackson, 2020; Fletcher, Bernard, Fairtlough, & Ahmet, 2013; McDonald & Ward, 2017; Moriarty & Murray, 2005). However, increased enrolment among underrepresented groups does not necessarily translate into more equitable educational experiences (Fletcher et al., 2013).
Key Terms in this Chapter
Critical Reflection and Analysis: Critical reflection and analysis is a cognitive and affective process. It involves critical thinking and self-awareness, along with questioning and examining one’s own values, beliefs, and assumptions. It also involves engaging with theory, making personal-political linkages, and thorough analysis.
Dual Relationships: A dual relationship refers to when a professional (e.g., social worker) is in a relationship with their client outside of the professional context. For example, a social worker is in a dual relationship with a student if they are also providing them with therapeutic services.
Generalist Social Work Practice: Generalist social work practice incorporates an integrated and multilevel (i.e., micro, mezzo, macro) approach to support the needs of individuals, families, groups, organizations, and communities.
Strengths Perspective: The strengths perspective is a framework for practice that promotes individuals’ strengths, abilities, and potential rather than problems, deficits, and pathologies.
Field Education: Field education is a practical learning experience that takes place outside of the classroom and in the social work field. All social work students are required to complete field placements as part of their degree program.
Social Justice: Social justice refers to the social fairness and equitable distribution of resources, with special consideration for those who are marginalized, disadvantaged, vulnerable, and/or have exceptional needs. Social justice is a core social work value prevalent in the profession’s Code of Ethics and Standards of Practice.