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Grand challenges in school social work: collaboration and constraint in school social workers’ sexuality support for children with disabilities
- Authors:
- BOLIN Sharon J., RUEDA Heidi Adams, LINTON Kristen F.
- Journal article citation:
- Children and Schools, 40(1), 2018, pp.25-34.
- Publisher:
- Oxford University Press
Children with disabilities (CWD) face challenges to the development of their sexuality, in part due to a lack of appropriate, tailored sexual education in schools, role ambiguity regarding provision of sexual health services, and widespread discomfort with the topic. However, CWD have unique sexual health needs, an increased vulnerability to sexual and other forms of violence, and desire for skills and knowledge to build relationships. Using a phenomenological lens, authors conducted semistructured interviews with eight school social workers to understand how they are working with other professionals to support sexual and relational health of CWD (ages three to 11). Results indicate that school social workers collaborated with other professionals, although they also described multiple contexts in which other professionals had sole responsibility for sexual education and deferred to their expertise. Role ambiguity, policy restrictions, proscribed roles, and discomfort with the topic limited provision of needed services. Findings can assist school social workers seeking to build interdisciplinary collaboration, reduce role ambiguity, foster comfortable environments, and advocate for appropriate formats to support the sexual and relational health and well-being of CWD. They also suggest areas for policy change so that sexual support services are inclusive of all youths. (Publisher abstract)
Experiences with pregnancy of adolescents with disabilities from the perspectives of the school social workers who serve them
- Authors:
- LINTON Kristen Faye, RUEDA Heidi Adams
- Journal article citation:
- Health and Social Work, 39(2), 2014, pp.92-100.
- Publisher:
- Oxford University Press
Adolescents with disabilities are more likely than adolescents without disabilities to become pregnant, although very little is known about the lived contexts of their sexual and pregnancy experiences. Such youths are often deprived of sexual health information across a range of potential sources, although school social workers are in a unique position to provide them services. Thirteen school social workers working primarily with adolescents with disabilities were interviewed using a phenomenological study design to offer their perspectives concerning the sexual and pregnancy experiences of such youths. Inductive content analysis revealed that school social workers provided services for pregnant and parenting adolescents with a range of disabilities in areas that included making decisions about sex, deciphering whether they were pregnant, and making decisions once they were pregnant. These experiences were complicated by cognitive impairments; emotional struggles; desires to fit in with peers; histories of sexual abuse; and issues with communication, self-esteem, and impulsivity. School social workers play an integral role in preventing pregnancy and supporting adolescents with disabilities who are pregnant. Recommendations pertaining to the provision of sexual health services for adolescents with disabilities are provided. (Publisher abstract)
A right not a privilege
- Author:
- THOMPSON Audrey
- Journal article citation:
- Community Care, 10.8.95, 1995, pp.14-15.
- Publisher:
- Reed Business Information
Many parents of children with special needs are fighting to be able to send them to mainstream schools, and they feel education social workers are not their natural allies. Looks at the reasons why.
Mainstreaming children with learning disabilities: have we improved their social environment?
- Author:
- HEPLER Juanita B.
- Journal article citation:
- Social Work in Education, 16(3), July 1994, pp.143-154.
- Publisher:
- National Association of Social Workers
Mainstreaming has been heralded as an effective way to improve the academic and social environment of children with learning disabilities. However, questions have been raised concerning the quality of the social interactions for these children in the mainstream classroom. A number of studies in the United States have suggested that children with learning disabilities are not accepted by their nonhandicapped peers and are frequently rejected and isolated. The study discussed in this article supports these findings and discusses the importance of social skills interventions to enhance the positive effects of mainstreaming and to improve the peer relations of children with learning disabilities.
Disabled parents and schools: barriers to parental involvement in children's education
- Author:
- MORRIS Jenny
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2004
- Pagination:
- 43p.
- Place of publication:
- York
This book deals with barriers experienced in terms of dealing with/relationship with schools (physical barriers, attitudinal barriers, inaccessible information etc) . It gives examples of good practice: where e.g. a school or education professional had facilitated a disabled parent to play the role that any parent would expect to play in their child's education. The term 'disabled parents' includes those with physical and/or sensory impairments, learning disabilities, mental health support needs, long-term illness, HIV/AIDs.
Information needs of parents about learning disabilities
- Author:
- McCONKEY Roy
- Journal article citation:
- Journal of Learning Disabilities, 7(3), September 2003, pp.211-219.
- Publisher:
- Sage
A survey of over 400 parents and carers of children and adults with severe learning disabilities was undertaken in N. Ireland. The aim was to identify the persons approached by the parents, the information required and the means used. The data are relevant to the setting up of national information centres as proposed by the government. The most common informants were social workers, staff in schools and centres, and GPs, but little use was made of voluntary services. A similar pattern was found regarding future informants. The most common topics were available services, leisure and holidays, and benefits. Parents of children under 10 were more likely to want information on education and therapies. The preferred means of getting information was through face-to-face contacts in the home.