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ScholarWorks > HHS > Social Work > JSSW > Vol. 51 > Iss. 1 (2024)

 

Keywords

Intellectual and developmental disabilities, social work, disability justice, anti-oppressive pedagogy and practice

Abstract

The social work profession has been instrumental in supporting people with intellectual and developmental disabilities (IDD). However, the lived experiences of people with IDD, particularly the systemic oppression and marginalization they encounter in all aspects of life, have not been given due importance in social work education and practice (Slayter et al., 2023). Genuine anti-oppressive practice necessitates that social workers: (1) dismantle and confront ableism, mirroring the profession’s response to other oppressive systems (e.g., racism), (2) adopt a critical disability framework that acknowledges disability as an identity, culture, and community, (3) address the intricacies of intersectionality, and (4) participate in practices that neutralize power and amplify the experiences, priorities, and rights of people with IDD (Baines, 2017). The disability justice framework and its principles (Sins Invalid, 2019) provide a potent catalyst for addressing the ongoing inequities and injustices faced by people with IDD and underscore the unique role of social work in fostering equity and justice. Through an anti-oppressive lens, the authors critically assess the alignment of social work education and practice with disability justice principles. They also outline specific strategies at micro, mezzo, and macro levels to enhance social work’s involvement with and promotion of disability justice both within and outside the classroom setting. The profession’s responsibility to respond effectively to the historical and current traumas endured by people with IDD through rights-based, trauma-informed support is emphasized.

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