Disability Law and Undergraduate Social
Work Education: Practicing What We Preach
Robert G. Madden
A student who has been doing poorly in her academics and is about to be dismissed from the social work program announces to the faculty that she has a learning disability. She asks to be allowed to retake a course, and to have the college pay for a tutor to assist her in writing her papers.
A student who is visually impaired requests that all assignments be done on tape. Faculty are concerned about assessment and integration of theory. Also the student's request to have a math requirement waived has been rejected by the college.
A student is denied admission to a baccalaureate social work program that has a competitive admissions process. He performed poorly on a writing sample required of all applicants. The student claims to have a learning disability but has not provided documentation to the social work program.
A student with a traumatic brain injury seeks course modifications including open-book multiple choice examinations, “time and a half” to take tests, tutoring, and a note taker for all courses.
This article was originally published by the Association of Baccalaureate Social Work Program Directors in the premier issue of The Journal of Baccalaureate Social Work 1 (1), October, 1995. Copyright © 1995, National Association of Baccalaureate Social Work Program Directors. It is reprinted with permission of the publishers. An earlier version of this article was presented at the 1994 Baccalaureate Program Directors Conference in San Francisco, California.