Theoretical Approaches to Disability Content in Social Work Education

Abstract

This article presents an analysis of disability theory and content in the social work curriculum and advances a theoretically expansive approach to disability that is consistent with social work’s commitment to diversity and the elimination of oppression. A careful examination of relevant social work literature reveals that disability is generally discussed and treated from a diagnostic perspective. We suggest shifting the approach to disability content in social work curricula from one that emphasizes individual deficiency to one that addresses disability as the interaction of a medical condition or diverse conditions with disabling environments.