Asamoah, Edward and Tam, Cherry Hau-lin and Cudjoe, Ebenezer (2023) A systematic review of the roles of social workers in inclusive education for children with disabilities. International Social Work, 66 (1). pp. 36-51. DOI https://doi.org/10.1177/0020872820971707
Asamoah, Edward and Tam, Cherry Hau-lin and Cudjoe, Ebenezer (2023) A systematic review of the roles of social workers in inclusive education for children with disabilities. International Social Work, 66 (1). pp. 36-51. DOI https://doi.org/10.1177/0020872820971707
Asamoah, Edward and Tam, Cherry Hau-lin and Cudjoe, Ebenezer (2023) A systematic review of the roles of social workers in inclusive education for children with disabilities. International Social Work, 66 (1). pp. 36-51. DOI https://doi.org/10.1177/0020872820971707
Abstract
International and local communities have made commitments to ensure that children with disabilities have equal opportunities in education, just like their non-disabled counterparts. Regardless of the increasing research about the development of inclusive education for children with disabilities, inclusive education is not achieved. This calls for a focus on what other professionals, like social workers, can contribute to the successful implementation of inclusive education. A systematic review yielding 11 studies revealed that social workers perform well-known generalist practitioner roles like advocacy, collaboration, education, facilitation and provider of psychosocial support which emphasises the need to involve social workers in inclusive schools.
Item Type: | Article |
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Uncontrolled Keywords: | Children with disabilities; inclusive education; mainstream schools; social worker roles; systematic review |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 01 Feb 2023 20:42 |
Last Modified: | 30 Oct 2024 21:02 |
URI: | http://repository.essex.ac.uk/id/eprint/34379 |