Students with mental health (dis)Abilities' storied experiences within distance education

Distance education gives a diverse group of social work students access to further education. Research addressing the overall experiences of Canadian distance education social work students is limited, and even more so for distance education social work students with mental health (dis)Abilities. By...

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Bibliographic Details
Published in:Distance education 2022-10, Vol.43 (4), p.508-525
Main Authors: Singh, Rose C. B., MacDonald, Judy E.
Format: Article
Language:English
Subjects:
Access to education
Accessibility (for Disabled)
College Graduates
College Students
Community Support
disabilities
Distance Education
Distance learning
Females
Foreign Countries
Mental Health
narrative inquiry
Narratives
Social Bias
Social Work
social work education
Students with Disabilities
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Summary:Distance education gives a diverse group of social work students access to further education. Research addressing the overall experiences of Canadian distance education social work students is limited, and even more so for distance education social work students with mental health (dis)Abilities. By means of a qualitative research project using narrative inquiry, I listened to the stories of social work students with mental health (dis)Abilities studying online as they each shared points of access and barriers within their distance education. Six study participants from two Canadian universities narrated multifaceted storied experiences of adapting, coping, and navigating through their distance courses and programs, highlighting attitudinal and institutional changes that would be supportive of their learning. Using narrative auto-ethnography, I also integrated my own experiences into the research. Through participants' storied experiences, I conceptualized recommendations for social work distance education programs.
ISSN:0158-7919
1475-0198
DOI:10.1080/01587919.2022.2141609