Rae Morris

Background: Parents with intellectual disabilities face many barriers to accessing efficacious supports and services designed to support thriving in their parenting role. A review of research in this area may identify a nuanced understanding of common experiences, including potential barriers and facilitators to success and thriving. Methods: A scoping review of 28 studies was conducted to offer a comprehensive answer to the question What are the parenting experiences as shared by adults with intellectual disabilities in the literature over the last two decades (2005–Present)? Findings: Key study characteristics and recurring themes are shared. Ableism was a recurring theme experienced across multiple systemic levels including: (1) institutional: broader society and child welfare systems, (2) interpersonal: formal and informal supports and (3) internalised: identity as a parent. Conclusions: This study identified that discriminatory assumptions about people with intellectual disabilities and their capacity to succeed in the role of parent generate and exacerbate barriers to autonomy, empowerment, and independence. Opportunities to further research and practice in this area are shared.

Inclusive employment is a key topic and area of practice for social workers. Unfortunately, autistic adults face multiple barriers to accessing and retaining employment. There is much to be learned through reflection on the employment experiences of autistic individuals to gain a more nuanced insight on the phenomenon of autistic-inclusive employment. Informed by critical disability and neurodiversity scholarship, a qualitative interpretive meta-analysis was conducted to review and interpret autistic adults’ experiences with employment and offer a translational understanding of autistic-inclusive employment for key stakeholders. Eleven (N = 11) qualitative studies utilizing inclusive research design and representing 632 participants were reviewed and synthesized through the lens of inclusive employment. This process resulted in four key themes that describe autistic adults’ experiences with autistic-inclusive employment: (1) organizational culture, (2) workplace environment, (3) disclosure and accommodations, and (4) role alignment. Findings from this study highlight opportunities to enhance autistic-inclusive workplace policies and practices. Relevant implications for social workers, employers, researchers, policy makers, and autism advocates are shared.

Background: A multi‐phase Canadian study was conducted as part of a large‐scale community and academic research partnership focused on understanding and improving the employment experiences of people with intellectual disabilities.Method: This multi‐method study utilized a sequential approach, using findings from qualitative interviews (n = 28) to inform an online survey (n = 149). Participants were invited to share their experiences with paid employment or with persons with intellectual disabilities.Results: Thematic analysis of data across interview and survey findings resulted in six themes: (1) assumptions and attitudes, (2) knowledge and awareness, (3) accessibility of processes, (4) use of accommodations, (5) workplace relationships, and (6) supports and resources.Conclusions: A holistic and systemic approach has the potential to improve inclusive employment experiences of people with intellectual disabilities. Action is needed mainly at the policy and employer level to reduce barriers and improve on facilitating measures reinforced by the themes shared in this study.

Purpose Inclusive recruitment and employment of autistic adults has garnered recent attention in research and policy. To address a need to better understand the experiences of autistic adults in relation to paid employment, we asked the literature, what are the experiences of autistic individuals (from their perspectives) in competitive employment? Methods A scoping review was conducted to summarize and consolidate the findings across research to date. A systematic search and screen of the literature resulted in 32 relevant studies. Findings Key study characteristics, participant demographics, and thematic findings are shared, along with considerations and recommendations for future research and practice. Six key themes were described by autistic participants across the 32 studies: (1) accessibility of employment, (2) workplace relationships and communication, (3) role alignment, (4) sensory needs and/or mental health, (5) colleagues’ knowledge and beliefs about autism, and (6) family and community context. Conclusion It is anticipated that the results of this review will be beneficial for stakeholders engaging in discussions and decision-making across research and employment contexts.

Multiple stakeholders are impacted by the quality and efficacy of MSW education and training, the most important of which are the clients and communities whom social workers serve. Unfortunately, a persistent gap between MSW education and translation and applicability into practice post-graduation has been identified. The current stakeholder feedback project was undertaken as part of a Canadian School of Social Work community-engaged approach to curriculum review and development. Seven focus groups were conducted with 53 stakeholders, representing MSW faculty and staff, students newly entering the program, students nearing graduation, alumni, field instructors, employers of graduates, and the provincial regulatory college. Stakeholders were invited to share their perspectives on various elements of the MSW program and experience, including knowledge and skills training. A qualitative content analysis of feedback shared across stakeholders highlighted three overarching themes associated with knowledge and skills training: 1) required knowledge, 2) required skills, and 3) site of learning. Considerations for those involved in MSW curriculum development, review, and evaluation are proposed and discussed; with an emphasis on the importance of bridging the gap between theory and practice.

This Voices from Practice article shares reflections of two social workers on our dual-role experiences when conducting qualitative health research as trained clinicians. Reflections and considerations are shared for health care social work research trainees to prepare for and navigate the integration of the clinician-researcher role in social work.