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Abstract
Recognition of physically handicapped social work students' unique learning needs and utilization of their “rehabilitation” experiences and perspectives enhances class learning. Role play and simulations can be structured to help them assess whether their handicap enters into the client-worker relationship and practice ways of dealing with possible client system responses. Diversity in term paper topics and agency placements conveys a variety of career options and allows them to develop confidence in working with nonhandicapped client systems. The instructor should respect students' independent efforts to develop coping skills in dealing with classroom and agency logistics.