Teaching disability using problem-based learning in the international context: utility for social work

Abstract

ABSTRACT Through their anti-oppressive professional practice and commitment to social justice and human rights, social workers can ensure people with disability exercise voice and agency and claim full citizenship in society. Yet, international research shows that ‘disability’ is often inadequately included in social work education, and that students may not graduate with the skills and knowledge needed to engage appropriately with people with disability. This article evaluates the effectiveness of using a short five-day hybrid course that integrated problem-based learning (PBL) and traditional teaching methods to deliver disability content to 42 German social work students. A qualitative SWOT (strengths, weaknesses, opportunities, and threats) method was utilised. Written responses from students were collected and thematically analysed. The analysis indicated that the PBL format was well-liked by students, many of whom showed evidence of increased self-directed and deep learning, better communication skills, and synthesis of theory and practice. Importantly, students were able to internationally contextualise and challenge discourses that perpetrated stigma and discrimination, positioning them as effective advocates for people with disability. The social justice focus of social work justifies the inclusion of the critical examination of the lived experience of people with disability in social work curriculum. The research findings suggest that PBL short courses can provide an effective and flexible means of delivering disability content in social work education.