Using Social Work Values and Ethics to Enhance Social Inclusion in Post-Secondary Education: A Value-Critical Approach
This study views Post-Secondary Education (PSE) programs for students with intellectual disability as a social institution at large that, in its scope and aims, functions similar to a bundle of social services/benefits. The services/benefits offered in combination in the PSE setting exist separately in the public domain and often fall within the scope of professional social work practice. Post-Secondary Education and the social work profession share a mutual interest in assisting persons with intellectual disability to self-determine and work toward achieving goals related to enhanced academic, employment, independent living, and social outcomes. By conceptualizing PSE as a package of social services/benefits, this study lends itself to the value-critical approach established by Chambers and Wedel (2009). The value-critical methodology in this context assumes that social policies and programs are meant to address an underlying social issue or problem (i.e., in this case, social inclusion/ exclusion). We achieve value-critical evaluation of PSE in this study by analyzing four criteria designated by Chambers and Wedel (2009) that position the social issue or problem as the subject of analysis. In our responses to each criterion, we invoke specific core values promulgated by the National Association of Social Workers (NASW) as a general framework. Lastly, we conclude with a discussion of findings and implications. Recommendations for ethical standards in direct practice with PSE students, and ethical standards in PSE policy practice/program administration are included in table format along with a succinct summary of findings per criterion, organized by NASW core values.
Ricciardelli, L.A., Laws, C.B. (2019). Using Social Work Values and Ethics to Enhance Social Inclusion in Post-Secondary Education: A Value-Critical Approach. Journal of Social Work Values and Ethics, 16 (1), pp 39-52.