Development of Professional Competencies in Social Work and Special Education

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  • Title: Development of Professional Competencies in Social Work and Special Education: A Collaborative Interdisciplinary Project between Quebec University Students
  • Author(s): Marie-Pierre Baron, Nathalie Sasseville, Doucet Manon, Dominic Bizot
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Common Ground Open
  • Journal Title: The International Journal of Interdisciplinary Educational Studies
  • Keywords: Interdisciplinary, Collaboration, Social Work, Special Education, Initial Training
  • Volume: 14
  • Issue: 1
  • Year: 2019
  • ISSN: 2327-011X (Print)
  • ISSN: 2327-2570 (Online)
  • DOI: https://doi.org/10.18848/2327-011X/CGP/v14i01/79-93
  • Citation: Baron, Marie-Pierre , Nathalie Sasseville, Doucet Manon, and Dominic Bizot. 2019. "Development of Professional Competencies in Social Work and Special Education: A Collaborative Interdisciplinary Project between Quebec University Students." The International Journal of Interdisciplinary Educational Studies 14 (1): 79-93. doi:10.18848/2327-011X/CGP/v14i01/79-93.
  • Extent: 15 pages

Abstract

The project was carried out in a special education center located in a Quebec University. Its aim is to establish an interdisciplinary partnership combining special education and social work to, first, reinforce the services offered to children with learning difficulties and their families in the center, and second, to enrich initial training in the two disciplines. This study uses a qualitative method of analysis of the content of the reflexive work of fifty-five students. The aspects documented in this work concerned the learning related to the clarification of roles and professions, to team work, to a family-centered practice, to interprofessional communication, to exercising collaborative leadership, and to prevention and resolution of conflict. Finally, researchers were interested in professional interdisciplinarity and its impacts on the construction of personal and professional identity of initial training students studying in special education and in social work.