Outline of Presentation:

1. The Inaccessible Road Not Taken: The Trials, Tribulations and Successes of the Persons with Disabilities Caucus (CASWE) by: Irene Carter, MSW, PhD Roy Hanes, MSW, PhD Judy E. MacDonald, MSW, PhD

2. Outline of Presentation: • Historical and Ideological development of the Persons with Disabilities Caucus (CASWE), including Organizational and Policy implications • Present Status of Disability Inclusion in Canada • Research Finding on Disability Curriculum, Inclusion and Accommodations within Canadian Schools of Social Work (2004 & 2010) • Barriers to Change and Lessons Learned

3. The Genesis of the Persons with Disabilities Caucus, (CASSW) The Persons with Disabilities Caucus of the Canadian Association of Schools of Social Work was founded in June 1993. Grant from the Disabled Persons Participation Programs, Department of Health and Welfare, Canada. Twenty-seven people from across Canada attended the conference, including: • Social workers working with people with disabilities • Representatives of disabilities rights organizations • Social workers with disabilities • Disabled and nondisabled faculty members from schools of social work • Social work students with disabilities

4. Objectives of the Founding Meeting • To address the lack of social work education and research pertaining to people with disabilities existing in schools of social work. • To establish a Persons with Disabilities Caucus within the framework of CASSW. • To establish a working group with a mandate to organize the Caucus. (Wills et al.,1993; Hanes, 1994)

5. Issues Discussed pertaining to Disability • Few social work courses addressed people with disabilities • Lack of course material and social work research, • Little or no discussion about, or reference to, disabled persons in core courses • Isolation of disabled students, i.e. a lack of role models • Minimal academic supports for disabled social work students • Inaccessibility of schools of social work • Inaccessibility of agencies for field placements (Wills et al., 1993; Hanes, 1994)

6. RESEARCH ACTIVTIES OF CAUCUS ‘CREATING DISABILITY INCLUSION WITHIN CANADIAN SCHOOLS OF SOCIAL WORK’ (2006) Topics investigated: • Admission of Students with Disabilities • Accessibility of School • Curriculum Development • Accommodation and Inclusion Practices • Recruitment and Retention • Field Placement • Employment of Graduates with Disabilities

7. Conference on ‘Best Practices’plus Video & Instructional Booklet University of Manitoba, Winnipeg, 2004 A total of 16 papers were presented: • Disability Inclusion in Canadian Schools of Social Work • Recruitment and Admissions • Accommodations • Curriculum Development • Field Practicum • Retention and Meaningful Employment • Faculty and Staff with Disabilities • Creating Social Change in Schools of Social Work  **A video and workbook were produced and distributed to all schools of social work in Canada. **

8. Discussion re: Work carried out by The Persons with Disabilities Caucus • Rights Based and Accessible Education • Accessible Work Environment and Employment of People with Disabilities • Curriculum • Generalist courses • Specialization courses • Intersectionality • Faculty Awareness • Advocacy

9. Social Work and Disability in Canadian Schools of Social Work • CASWE accreditation standards stipulate The curriculum shall ensure that the student will have: An understanding of theories relevant to disability and their implications for social policies and the practice of social work (CASWE, 2008).

10. Survey of Canadian Schools of Social Work - 2010 • Requested information about courses, programs, field experiences, scholarly activities, equity policies from deans and directors of Canadian schools of social work regarding admission, and the number of students with disabilities • Information solicited voluntarily • 27 English speaking Canadian schools of social work • 9 French speaking schools were excluded

11. Research con’t • Directors and deans related what efforts their particular schools were making in creating an inclusive environment and generating scholarly work related to disability • 20 schools responded with information • 18 schools had at least one course related to disability • Most Canadian social work programs have specific courses from 1 to 3, with reference to disability in courses on direct practice, social policy, and diversity

12. Research con’t • 9 schools, or less than 50%, reported committee activity by faculty elated to disability • 4 of the schools had student-driven committees • A few schools participated in university-wide committees • About one third of the schools reported faculty were doing research work • Several schools assisted Masters and PhD students with research work on disability

13. Research con’t • About one third of the schools reported faculty were doing research work. • Several schools assisted Masters and PhD students with research work on disability. • Most schools provided an opportunity to declare disability in the admission process. • A few schools mentioned they also included an equity statement in the hiring process. • Schools found accumulating statistics on students with a disability challenging.

14. Research con’t • Most schools indicated that many students may not disclose their disability. • Equity and anti-discrimination legislation protects applicants from the requirement to declare medical problems. • Universities are obligated to make reasonable adjustments to accommodate the students.

15. Limitations • Review restricted to English speaking schools • Voluntary responses resulting in self-reporting and vulnerability to bias • Syllabi were not obtained for disability courses • Number of students with disabilities unclear

16. Barriers faced by the Person with Disability Caucus • Funding – annual budget of $500 to $1,000. • Small Working Group – core group of Caucus members consisted of five to six people at any given time • Lack of Priority – continual process of consciousness-raising re disability issues

17. Lessons Learned . . . • Course Development – Carleton started with 5 students in a disability course, grew to 25 – 30 students/year; Dalhousie - BSW and a MSW disability course; Windsor developed a Disability Studies program • Organizing Students with Disabilities – Carleton formed students with disability caucus; Dalhousie tried - – had to expand to a diversity committee • Support from Faculty Colleagues – re policy changes within the School, University or Association; accommodations for students, curriculum inclusion

18. Lessons Learned con’t • Building Alliances– working with other caucuses has been vital to policy implementation and social change • Intersectionality – disability crosses other social locations, be it race, gender, sexual orientation, religion/spirituality, class, age and ethnicity • Networking with Faculty from other Universities – finding colleagues with like minded interests and passions is critical re sharing ideas, pulling resources and working toward a common goal • Networking with Disability Community – brings understanding of community issues into the academy so as not to work in isolation

19. Lessons Learned con’t • Adhering to principles of Social Justice, Social Action & Social Change – in keeping with social work values & disability rights • Lead by Example – get involved within the University, within the community re disability rights organizations • Build Coalitions with other departments – i.e. Disability Studies Association (2004), Interdisciplinary Research • Small change/large outcome – formation of the Caucus lead to an Educational Policy, which lead to Accreditation Standards

20. Celebrate Accomplishment Caucus members have learned that it is important to celebrate achievements and to lean on each other for support as we negotiate our way through ablist institutions and fight to bring about change.