I hope everybody had a wonderful Spring Break! Here is all of the information that is also included in W-10: 3/21 - 3/27
Communication is an essential skill for social workers. Learning to effectively communicate and build relationships with persons with many different needs is crucial for all of us. Rothman’s (2018) chapter 11 provides in-depth and practical application for how social workers can optimize communication and relationships with clients with special needs. The following are the learning objectives for week 10.
A–01: Asynchronous Participation and Engagement
Students are to make at least three replies across any of the four open forums this week. Remember, the expectation is to read all of the posts. Your responses can include another student’s reply if you contribute something substantial to the discussion. Be sure to post on two separate days to show engagement. The following are the four forums this week:
A video from the National National Joint Committee for the Communication Needs of Persons With Severe Disabilities (n.d.) titled Principles and Practices for Working With Individuals with Severe Disabilities is assigned watching this week. As well, there is a call to read through and consider the Communication bill of Rights, which was published by Brady et al. (2016). A couple of the discussion forums ask you to relate the video.
In my lecture video, Week 10 - Teaching Students to Self-Advocate, I talk about three different papers about this topic. First, McCarthy (2017) provides an example of self-advocacy and youth with disabilities through the example of an encounter with a student. Second, Downing et al. (2007) is a study that helps to identify how to track self-advocacy. Finally, Martin et al. (1993) is an older paper, but it describes what developing a transition plan is and how self-advocacy can fit throughout the K-12 experience for students. I’ve uploaded all of the articles and linked them if you would like to read them.
You can also see the slides for Spring 2022 SOWK 322 Week 10 - Teaching Students to Self-Advocate.
Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M. A., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138. https://doi.org/10.1352/1944-7558-121.2.121
Downing, J. A., Earles-Vollrath, T., & Schreiner, M. B. (2007). Effective self-advocacy: What students and special educators need to know. Intervention in School and Clinic, 42(5), 300-304. https://doi.org/10.1177/10534512070420050701
Martin, J. E., Huber Marshall, L., & Maxson, L. L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16(1), 53-61. https://doi.org/10.1177/088572889301600105
McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus: Enriching the Student Learning Experience, 12(5), 10-16. https://doi.org/10.1002/abc.225
National Joint Committee for the Communication Needs of Persons With Severe Disabilities (n.d.) NJC video: Principles and practices for working With individuals with severe disabilities. American Speech-Language-Hearing Association. https://www.asha.org/njc/njc-video-principles-and-practices-for-working-with-individuals-with-severe-disabilities/
Rothman, J. (2018). Social work practice across disability (2nd ed.). Routledge.