·-SOCIAL WORK EDUCATIO N AND DEVELOPMENTAL DISABILITIES:

A NATI ONAL SURVEY OF UNIVERSITY AFFILIATED PROGRAMS

Nancy M. Fitzsimons-Cova, Ph.D.Jane Addams College of Social Work

University ofIIJinois at ChicagoChicago, Illinois ( 1997)

1. Introduction

Social work education inthe fieldof developmental disabilities (DO) at University Affiliated Programs

(UAPs) wasexamined through a national survey of UAP social work faculty. Data were collected during the winter

and spring of 1996 by means ofan original 30 page mailed, self-administeredquestionnaire, which yielded a response

rate ef88 .3 percent.

The purposes of this broad-based. exploratory. descriptive study were: to describethe affiliation patterns

between UAPs and social work educational programs; to describe the status andcharacteristics of social work

training at UAPs~ to describe social work discipline coordinators' job activities and to identifyjob activities

considered to bethe most important for improving social work education inDO; to ascertain satisfaction with and

strategies for improving social work education in DO; and to determine what UAP organizational factors were

associated with increased UAP social work training.

II. Demographic Characteristics of Respondents

Table I provides a summary of thedemographic characteristics of respondents. The original intent was to survey

the SWDC or position equivalent areach UAP. H",,= , because: only22 of the 53 UAPs bada SWDC it W<lS necessary

to secure an alternative respondents. Foran additional 15 UAPs, analternative social worker respondent was secured. For

the remaining 16 UAPs, the most knowledgeable respondent aboutsocialworktraining at the UAP was secured based upon

thediscretion of the UAPccetact source. There is no way to ascertain thenon-SWDCs' knowledge base and familiarity

with the many dimensions of social work educationand UAPs surveyed in this research. Thus, the results presented should

be understood \Vithin this context.

lnstiture on Disability and Human DevelopmentUniversity cf Illinois at Chicago

Nancy M. Fiusimons-c- ve Ph.D.

TABLE I: SELECT DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS

Characteristic Number Percent

GenderFemal eMale

TotalRace

White (not Hispanic)HispanicAsianlPacific IslanderOther

TotalHighest Level of Education

MSWOther Master's degreeDSW or Ph .D. in Social WorkOth er Ph.D. or doctorate

Tola lYears Affiliated with UAP

045-910-1415-1920 or more years

TotalAge of Respondent

30-39-lO-l9

50-5960~9

70 or olderNo answer

TotalUAP Salary

$24.9 99 or less$25.000-$34.999$35 .000-$44.999$45.000 -$54.999$55.000-$64.999S65.000 or more

TolalUAP Job Classifica tion

Social Work Discip line Coo rdinator or DirectorSocial Worker. other roleSocial Worker at affiliated social work education.a.l programIDT Pre-service Training Coo rdinatorOth er (non-social worker)

Total

2

31 58.522 '1.5S3 100.0

' 8 90 .63 5.6I 1.9I 1.9

53 100.0

H ' 5.32 3.79 17.0

18 34.0S3 lOtt O

16 30 .219 35 ,97 13.25 9"6 11.3

53 100.0

5 9..26 49,018 H .O2 3.8I 1.9I 1.9

S3 100.0

8 15.18 15.1

12 22.6

" 26.4, 7.67 13.2

S3 100.0

22 41.5II 20,8, 7.58 15. 18 15.1

S3 100.0

insti~li.m Disabilityand HumanDevelopmentUniversity of llIinois at Chicago

NancyM. Fitzsimons-Cova Ph.D

TABLE I: SELECT DEMOGRAPIDC CHARACTERISTICS OF RESPONDENTS (Continued)

Characteristic

Faculty AppoinunentYesNo

Tolal

RankInstructor. lecturer. adjunct facultyAssistant ProfessorAssociate ProfessorFull ProfessorOther

Tolal

Facul~' Appoimmem Department"Social WorkMedicineJPediatricsEducationPsychologyAssociated HealthPsychiatryOther

Number Percent

46 86,87 13.2

53 100.0

17 37.010 21.79 19.68 17.42 4.3

46 100.0

20 43.SII 23.910 21.74 8.74 8.72 4.33 6.5

"Presented in proponion. Several respondents had faculty appointments in more than one department.

III. Demographic Characteristics o( University Affiliated Programs

Table II presents data for the characteristics that describe the UAPs in the study. The length of time the 53

programs have been full member UAPs averaged 16.4 years, with a minimwn of'two years and a maximwn of 24

years . The most recent year that UAP funding source data were available from the American Association of

University Affiliated Programs (AAUAP) was FY 1994. For this study' s purposes the following types of financial

data were obtained and anal yzed: total UAP funding. Administration on Developmental Disabilities (ADD) UAP

core grant funding, and Maternal and Child Health Leadership Training Grant (MCHLTG) funding . Total funding

infonnation was not available for two of the UAPs in the study. There was considerable variation in the total FY

1994 UAP funding for the 51 programs that funding information was available. The average total UAP budget was

S6.293.247 dollars . The ADD provided a core gran t to all but one of the UAPs in the study. Forty-four UAPs were

recipients of the customary core grant, $200,000 dollars. Seve~ programs received addit ional money for special

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Institute on Disability and Human DevelopmentUniversity of Illinois at Chicago

Nancy M. Fitzs imons-Cr va Ph.D

VA P proj ects and trai ning init iatives fu nded by the ADD. The Mat ernal and Chi ld Health Bu reau provided a

leadership tra ining grant to 26 of the UA Ps in the stu dy, with an average award am ou nt of $612,773 dolla rs . The

length of time the 26 programs had been receiving the M CHLTG ranged from one to 30 years, averag ing a lmost 20

yea rs .

TAB LE II: SELECT VAP DEMOGRAPHIC CHARACTERISTICS

Charac teristic

Years full member UAP0-56-1011 -1516-201 1 or moreNo answer

Tot a lTotal Funds

Less tha n 5999,9995 1.000.000 - 53,999,999$" .000.000 - $6.999.99957.000.000 - 59.999.999510.000.000 - 5 12.999,9995 13.000.000 - 5 15.999.999516.000.000 or more

Total

MCH funding award

Number Percent

7 13.212 11 .62 3 83 5.7

28 52.8I 1.9

53 100.0

" 7.826 51.010 19.63 5.93 5.92 3.93 5.9

51 JIIII.n

L

Less than 5400,0005400.000 ·5499.9995500.000·5599.9995600.000 - 5699.999$700.000 - $799.999$900.000 - $999.9995 1.000.000 or more

To(al

I1055I3I

26

3.838.519.319.33.8

11 .53.8

100.0

Insti-tute ~n Disabi lity and Human DevelopmentUniver sity of Illinois al Chicago

IV. Research Questions and Find ings

Nancy M. Fitzsimons-Cove Ph.D.

Question One: What are the affiliation patterns between Univers ity Affiliated Programs and social

work educational pro2;rams?

Respondents reported a total of 151 social wo rk educational programs (SWEPs) in thegeographic services

areas throughout the UAP network. The number of programs ranged from zero to eight wi th an average of2.9.

Over 90 percent ofal l VAPs had an affiliation with a least one SWEP. The most common type of program

affiliation was between UAPs and SWEPs at theparent university. Ninety-two percent of the 40 UAPs that had a

SWE P at their parent university reported an affiliation between the programs. The three most frequently cited types

of affiliations were: the UAP served as a field instruction site for social work students (97.3%); UAP social work

faculty had a joint UAP/social ,..ork educational program faculty appointment (51 .4%); and UAP social work staff

taught or guest lectured in a non-DO specific social work course (5 I.4%). In addition. almost 33 percent ofUAPs

had a affi liation with a social work educational program outs ide ofthc parent university. In summary, responden ts

reported having an affiliation ,..-ith 82 of the 151 SWEPs (54%) wi thin the UAP network 's geographic service area.

The results indicated that there is room for expanding the affil iations between UAPs and soc ial work educational

program s throughout the network.

(

0 • • Q~e~tion Two:

Progr ams?

What is the current status of pre-service social work training at Univers ity Affiliated

(

Almost 89 percent (47 out of 53) UAPs provided pre-service training to socia l work students for an average

of 16 years (range one to 32) . For approximately three-quarters of the programs, the training occ urred. as part of the IUAP's Interdisciplinary Tra ining Program. Only 17 programs (37 %) had a written social work training curriculum. ~ ~A total of 514 social work students were trained. during the academic years of 1993-94, 1994-95, 1995-96 (based. on

data from 42 of the 47 UAPs who reported training social work students ). The average number of students trained

during the three year reporting period. per UAP was approximately 12, however there was considerable vari ation

among programs. The educational level ofsocial work trainees were 76.5 percent (n=393) masters ' level students ,

21 .6 percent (n=ll l) bachelors ' level stu dents , and 1.9 percent (0=10) doctoral level students. A majority of UAPs

s

Institute on Disability and Hwnan Developmen tUniversity of Illinois at Chicago

Nancy M. Fitzsimons-Cova PhD.

(85.7%) had some form of financial support available for trainees during the three academic years surveyed. The

most commonly available type of financial support was Maternal and Child Health Leadership Training Grant

stipends. The majority of respondents (73%) indicated that more students could have been trained at the UAP. The reasons

cited for nor training more students included : ( I) lack of social work students ' inte rest in the field of mental retardation and

developmental disabilities (47%); (2) lack of student referrals or app ropri ate student referrals from social work educational

programs (44%); (3) lack of social work educational program facul ty knowledge abou t V APs and the field of DO (17.6%), (4)

lack ofUAP staff to supervise trai nees (26.5%), and (5) lack of stipends ( O support trainees (8 .8%).

/ / Question Three: Do pre-service social work students receive adequate education about mental

ret ardation and developmental disabilities prior to commencement of UAP trainin g?

The data indicated that UAP social work students do not possess adequate knowledge about mental

retardation and other developmental disabilities prior to commencement of UAP training. Almost two-thirds of

respondents indicated that trainees possessed adequate knowledge in only four of th e 16 content areas surveyed. In

only two areas did greater than 50 percent of respondents believe students possessed adequate knowledge: ( I) normal

biological and psychological development; and (2) cultural, ethnic, religious, and economic variation.

Question Four: What mental ret ardation and developmental disability cur r iculum content areas

should pre-service social work students have introductory knowledge prior to commencement of UAP

training?

There was less consensus regarding the content a reas that trainees should have introductory knowledge prior

to the commencement of training. The content areas in which more thanhalfof respondents indicated trainees should

have introductory knowledge were: (I) cultural, ethnic, religious and economic varia tion (95.6%); abnormal

biological and psychological development (86.4%); normal biological and psychological development (81.8%);

prenatal and perinatal influences on development (64.4 %); methods of intervention with parents , siblings, and

families (62.2%); OD etiology, incidence, prevalence and effects (60%); impact of DO on parents, siblings and

families (57.8%): societal att itudes and social implications of 00 (57.8%); and the interdisciplinary team process

and the role of the social worker (55 .6%).

6

Institute on Disability and Hwnan DevelopmentUniversity of Dlinois at Chicago

Nancy M. Fitzsimons-Cova Ph,D,

Question Five: What are the characteri stics of pre-service social wo r k t raininJ: at University Affiliated

ProJ:r ams?

The major characteristics of UAP training examined in this study were: ( I) the loca tion of training. (2) the

method of training, (3) training with disability populations, (4) training wi th age groups, (5) DD curriculum training,

and (6) soc ial work stills training. It is important to note that the results are based upon the training context and

training content that the average pre-service social work student received during the three year reporting period .

There was considerable variation in the number and type ofpractice training locations. The modal number

of traini ng locations was one, however, locations ranged from one to five. Whi le a university medical center was the

most commonly reported training location (67%), the more recent emphasis in outreach and community-based

services was evident in the proportion of UAPs that provided training in non-university based settings, such as family

home and residential settings (53 .3%) , school or vocational sett ings (44.4%), and community-based clinics (8.9%) .

The method of tra ining for virtually al l of the UAPs that provided training was within the field instruction context

(97.6%), with three-quarters a lso combining courses, seminars, or another fonn of formaJ instruction .

The analysis of training with disab ility pop ulations revealed the greatest variation in the amount rather than

the ava ilability of training with each group. The greatest availability of training was with persons wi th mental

retardation (100 %) and with cerebral pals)' (100 %) . The greatest amount or competency level of training, as would

be expected, was with persons with mental retardation. Data indicated that the emphasis of tra ining by age group

was with families with children, especially families with children 12 years old and younger. In contrast, there

appears to be a deficit in training withadults age 56 years and older .

There was greate r variation among the UAPs in the training of social work skills than in the training of DD

curriculum. Overall, training was provided by the majority ofUAPs in the 16 DD curriculum content areas surveyed

(see Table III on page 8). Tbe two areas in v..hich all of the UAPs provided training were the interdisciplinary team

process and the role of social work, and the DD service delivery system. The variation in training abou t DO

throughout the network ofUAPs was in the amount or competency level of training, however, the majority ofUAPs

provided a moderate amount of training in a broad array of subjec t matter .

7

Institute on Disability and Hwnan DevelopmentUniversity of lll inois al Chicago

Nancy M. Fitzsimons-Cove Ph.D

TABLE 01: UAP TRAlNL~G IN . 6 DO CURRICULUM CONTENT AREASBY COlllPETEN CY LEVEL OF TRAINING

SIUII Basic Awareness & NoApplication & Knowledge & Orientation Training

Content Area Transfer Leve l Skil l Level LevelInterdiscipl inary learn processand the role of social wo rk", 63.6 27.3 9.1 0.0

DO services. servicedelivery system. an d trends . 51.1 42.2 6.7 0.0

Impact of OD on parents.siblings, fami lies. 5 1.1 37.8 8.9 2.2

Methods of intervenu on withpatents. siblings. fami lies , 46.7 42.2 8.9 2.2

Role an d comribution of otherdisciplines in DO. 40.0 -'2 .2 15.6 2.2

Methods of assessment/diagnosis.forms of amelioration. treatment.rehabilitation an d education. 37.8 46.6 15.6 0.0

DO etiology. incidence.prevalence & effects. 35.6 42.2 22.2 0.0

Federal & state policies a nd lawsabout DO. 35.6 48.8 15.6 0.0

Cultura l. ethnic. religious a nd ·economic va riation. 31.1 37.8 28.9 2.2

Societa l alti tudes & socialimplications of 00. 31.1 46.7 22.2 0.0

Prenatal & perinatal infl uenceson development. 26.7 33.3 31.1 8.9

Legal righ ts an d remedies . 24.4 51.2 24,4 0.0History of services & treatment10 persons wi th 00'. 20.5 31.8 47.7 0.0

Nonnal biological andpsychological development. 11.1 26.7 46.6 15.6

H istory and contributionsocial work in 00-. 9.1 13.6 56.8 20.5

Abnonnal biological andpsycbclogical developm ent. 0.0 24.4 33.3 42.3

N-45. two respondent did not answer the question.'N : 44. three respondents did not answer the quest ion.

8

lnsntute on Disability and Hwnan DevelopmentUniversity of Ilhnois at Chicago

Nancy M. Fitzsimons-Cova Ph D

In comparison, at least one VAP and up to 13 VAPs did not provide training in each of the 16 social work

skill areas surveyed (see Table IV below). The majority of VAPs provided training in consumer advocacy, case

management. and individual. family and group treatment methods . In addition, there was considerable diversity in

the amount or competencylevel of training in each of the skill areas. The only skill area in which over 50 percent of

VAPs provided a great amount of training was in client interview and assessment skills.

TABLE IV: UAP TRAINING IN 16 SOCIAL WORK SKI LL ARE ASBY COMPETENCY LEVEL OF TRAINING

Skill Basic Awareness & NoApplication & Knowledge & Orienta tion Training

Skill Area Transfer Level Skill Level Level

Conduct client interviews & assess ments. 53.3 26.7 6.7 13.3

Conduct and write diagnosticpsycho-social assessments . 46.7 20.0 20.0 13.3

Write client progress notes ..... 28.9 11.1 15.6

Case management . 40.0 37.8 15.6 6.6

Information and referral. 37.8 42.2 11.1 8.9

Individual. fami ly. and grouptreatment methods. 3D 28.9 31.1 6.7

Consumer advocacy. 28.9 40.0 28.9 2.2

Write se....ice delivery plans. 24.4 51.1 . 15.6 8.9

Facilitate a support group. 22.2 22.2 40.0 15.6

Facilitate a skills tra ining group. 17.8 26.7 40.0 15.5

Intake. 20.0 26.7 3D 20.0

Usc of standardized instruments

and measures for clinical practice. 17.8 22.2 40.0 20.0

Leadership skills. 17.8 46.7 26.7 8.8

Methods for evaluation of practice. 8 8 40.0 35.6 15.6

N=4S. llA'O respondent did noI.llflS\A'ef the questions .

9

Instira tc on Disability and Human DevelopmentUniversitycf lllincis al Chicago

Nancy M. Fitzsimons-Cove Ph.D

Qu estion Six: What ty pes of job activities do social work discipline coordinators engage in most

frequently?

The analysi s concerning social work discipline coordinators (SWDC) found that only 22 of the UAPs had a

SWDC. Respondents were provided with a list of J& job activities portrayed in the literature as constituting SWDC

job activities and were asked to rank time spent on a five point Likert type scale ("0" for no time to "4" for a very

great amount of time defined as "daily performance of the activity"). SWDCs spent thc most time, at least weekly,

performing internal UAP activities which centered on student training and clinica l services. The least performed

activities. that is less than monthly, were outreach and networking oriented activities, such as collaborating with

social workers from other UAPs and parti cipating on social work educational program curriculum comm..inees .

Quest ion Seven: What jo b activities are most important for improving social work educati on in the

field of mental reta rdat ion and developmental disabi lities?

Based upon the same list of 18 job act ivi ties, respondents rated the importance for improving social wo rk

education in the field of DO on a 4 point Likert type scale ("I " for unimportant defined as "no contribution to

improve social work education" to "4" for very important defined as"an activity crucial to improve social work

education". SWDCs indicated that all of the 18 job activities listed were important for improving social work

education about DO. The five job activities that scored highest in importance were: ( I) recruiting. selecting. and

training social work students (Mean 3.9); (2) consulting with DD community service agencies (Mean 3.4); (3)

serving as lia ison between the UAP and social work educational programs (Mean 3.3); (4) participating on the

VAP's interdisciplinary tra ining committee (Mean 3.3); and (5) directing/providing clinical services (Mean 3.2).

Question Eight: Are social work discipline coordinat or satisfied with social work educati on and UAPs

in the field of mental retardation and developmental disabilities?

In order to determine satisfaction with social work and VAPs in the field ofmental retardation and

developmental disabilities, respondents were asked to rank their level of satisfaction on eight dimensions related to

social work and VAPs. Severa l of the non-social worker respondents answered the satisfaction questions. Therefore.

three groups of respondents were used and compared in the analysis for this question: (1) social work discipline

10

lnsti'tute on Duebili ryand Iluman DevelopmentUniversity of Illinois at Chicago

Nancy M. Fitzsimons-Cove Ph_D

coordinators. (2) all other identified social workers, and (3) al l non-social workers. Respondents as a group had an

overall cautious sense of satisfaction with social work and UAPs in the field of DD. The area of least satisfaction

was in educat ion ofsocial wo rk students about DD at social work educational programs. The two areas of greatest

satisfaction were with pre-service training at the UAP and the relationship between UAPs and SWEPs. Social work

respondents generally reported greater satisfaction than non-social work respondents in all areas examined .

Question Nine: What strategies do social work discipl ine toordinators recommend for improving

social work educat ion in the field of mental retardat ion and developmental disabiliti fi?

Respondents indicated what strategies they would recommend to improve eight dimensions ofsocial work

and UAPs in the field of DO. Using open ended questions to obtain strategies enabled respondents to independently

generate ideas based upon their CMn perception of the needs and deficits of each dimension surveyed. As a result, a

broad array ofstrategies were recommended for each dimension. The strategies generally fell into one of three

categories: macro, meso, or micro level. Macro level initiatives entail broad scaled efforts to systemically impact the

UAP network or social work education policy . Examp les of macro level initiatives were lobbyi ng the CSWE to

change social work curriculum policy and developing UAP network social work training standards. Meso level

initiatives focus on a particular UAP in conjunction with the social work educational programs and other health and

social welfare agencies in the UAP's geographic service area . Examples of meso level stra tegies were having UAP. . '

social work faculty serve on social work educational program curri culum committees and having UAP social workers

establish field instruction sites at community agencies serving the 00 population. The final category, micro level,

entailed strategies targeting the internal operations of an individual UAP, The largest array of strategies focus on

micro level change. Examples included hiring additiona l social work faculty and increasing UAP funding for student

training. A common denominator, at al l three levels of change. entailed increased efforts and outreach on the part of

UAP social work faculty.

II

Instituteon Disability and Hwnan DevelopmentUniversity ofDJinois al Chicago

Nancy M. fitzsimons-Cova Ph.D.

Question Ten: What University Affiliated Program organizational (actors are associated with

increased pre-service social work tr aining?

The three organizational variables used in the analyses were: (1) availability of the Maternal and Child

Health Leadership Training Grant. (2) UAP generation, and (3) budget size. Five variables were selected to

represent pre-service training: (1) the availability of training social work students. (2) the availability ofa written

social work trainingcurriculum in DO. (3) the total number ofstudents trained at each UAP during the three year

reporting period. (4) the amount of DO curriculum content training. and (5) the amount of social work skills

training. Two measures of association. both proportional reductionoferror (PRE) measures, were used to examine

the existence, direction, and degree of association between each of the organizational and pre-service training

variables: Lambda (A) and Gamma (y).

An initial assumption of this research was that UAPs that were recipients of the Maternal and Child Health

Leadership Training Grant would be more likely to have a more organized social work training program. resulting in

increased pre-service social work student training, The results of this analysis, generally supports this assumption.

There appeared to be a moderately positive association between the availability of MCH funding and two of the

variables measuringpre-service training: availabilityofa wri tten social work curriculum and amount of social work

skills trai~ing . Availability of MCH funding was strongly associated with training larger numbers of social work

students and providing a greater amount or competency level of DO content training.

The generation of UAPs. which represented the number of years as a full member program, appeared to be

positively associated with increased pre-service training on all five dimensions. However, the strength of the

associations varied and linearity varied slightlyamong the dimensions analyzed. First generation UAPs, those that

were founded between 1963 and 1974. ranked highest on four of the five pre-service training measures. Programs

that became UAPs during the second and third generations were fairly comparable in their percentilegroupings.

Therefore, based upon this preliminaryanalysis. programs that were founded during the formative period of the UAP

network appeared to be associated with increased pre-service social work training.

12

Institute on Disability and HwnanDevelopmentUniversity of Ulinoisat Chicago

Nancy M. Fitzsimons-Cova Ph.D

Th e final organizational variable, budget size, also appeared to be positively associated with increased pre-

service training on all five dimensions. However, the strength of the associations varied and linearity varied slightly

among the dimensions analyzed. In general, larger UAPs trained increased numbers ofsocial work students and

provided a higher competency level of DD curriculum content training.

V. Discussion of the Findings

Since the UAP network' s inception.., the profession of social work has been one of the core disciplines with

which interdisciplinary training efforts were targeted. Historically, the availability of specialized university training

of social workers at UAPs expanded the number ofspecialist social workers in the field of DD (McDonald-WikJer,

1987; Wiklcr. 1981). Based on the results of this study. training of pre-service social work students continues to be

of importance throughout the UAP network. Almost 90 percentof UAPs provided training to 514 social work;?!'~students during a three year period from 1993 to 1996. It seems reasonable to conclude that UAPs continue to make

an important contribution towards expanding the numbers of specialty social workers in the field of DO.

Virtually all of the UAPs provided training to social work students wi thin the field instruction context., with

three-quarters also combining course, seminar, or another form of'formal instruction. The results of this study

indicate that the essential characteristics ofsocial work training at UAPs are similar throughout the network.

Differences appear to be in the extent and emphasis of training dimensions. This would seem to be a strength for

UAPs in tcrms of greater flexibility in meeting students' individual needs and social work educational program

requirements.

. Deficits in social wo rk educational program curriculum about DO were evidenced in this study. Over two-

thirds of respondents, the majority ofwhom were social wo rkers. reportedstudents had adequate knowledge in only

one to four DO content areas. The two areas in which the majority of respondents indicated adequate training,

knowledge in normal biological and psychological development and cultural, ethnic, religious, and economic

variation. were not surprising given that they are CSWE mandatedareas in the social work education curriculum. It

should be noted that neither of these content areas necessarily address issues concerning DO. In addition, the two

13

Institute on Disa bihry and Human DevelopmentUniversity of Illinois at Chicago

Nancy M. Fitzs unons-Ceve Ph.D.

satisfaction questions referring to educational efforts in the field of DO at social work educational programs were

rated least favorably by social workerand non-social worker respondents alike.

Leadership in the field of DO is one of the core mandates for UAPs. Discipline faculty are calledupon to

provide leadership in their respective disciplines in the areas of practice, policy, and research. Only 22 programs had

a SWDC or position equivalent. SWDCs' spent the most time perfonning internal UAP related activities that

centered on student training and clinical services. These findings raise some concern regarding the extent with which

the leadership mandate is being fulfilled. However, in cases whereby the UAPs had a SWDC. the S\VDCs'

performed many functions, albeit to a lesser extent, whichcould be considered leadership functions outside of the

UAP (i.e.• consultation ,..'ith DO community agencies, presentation at conferences and other public forums, liaison

between UAP and social work educational programs). In addition, 86 percent of SWDCs had a faculty appointment,

with thc majority having an appointment in social work.

The examination of the affiliation between UAPs and social work educational programs found that over 90

percent had an affiliation ....i th at least one educational program in their geographic service area. Based on the results

of the affiliation patterns, it appears as though there is a good foundation from which UAP and social work

educational program faculty can expand and strengthen their relationships.

A priority of this study was to generate ideas and identify activities for improvingeducation of social

workers for practice with persons with mental retardation and other developmental disabilities and their families.

This was accomplished via two courses of inquiry. First, SWDCs rated 18 job activities in tenns of there importance

for improving social work: education in DO. This study found that SWDCs regarded all of the job activities they

perfonned as important . The results may indicate that SWDCs view the current state ofsocial work: education in 00

as so deficient that any course of action would be of benefit. It is also possible that the broad nature of the question

contributed to the absence ofclearly delineated priority efforts. The second course of inquiry entailed asking

respondents, social workers and non-social workers alike, to identify strategies for improving social work education

about DO. The broad nature of these questions may have contributed towards generating a wide array of strategies

which generally fell into one of three categories: macro, meso, and micro. Macro initiatives entailedbroad scaled

14

Institute on Disability and IIwnan DevelopmentUniversity of llIinois at Chicago

Nancy M. Fitzsimons-Cova Ph.D.

efforts to systematically impact the UAP network and social work education policy. Meso level initiatives focused on

a particular UAP in conjunction with the social work educational programs and other types of programs in the

geographicservice area. Micro level initiatives entailed strategies targeting the internal operations of an individual

UAP. The results of both courses of inquiry indicate that there are multiple avenues that could be undertaken for

improving social work education in DO, but there is a lack ofconsensus regarding themost beneficialcourse of

action. Regardless of the direction taken., increasedefforts on the part of UAP social work faculty would be required.

The preferredcurriculum method for educating social 'work students about DOwas not directly addressed.

However, the findings do make somecontributioos to thediscourse surrounding thistopic. Theredoes not appear to bea

COllSClSUS among UAP social workers regarding thepreferred method for educating social " o rk students about DD. Three

different curriculummodels have been proposed in the literature: infusion. elective, and linkage (Dew eaver & Kropf,

1992). The function that themajority ofUAPs perform as a field instruction site isan excel lent example of educating

students aboutDD through thelinkage model. The limitationof this model is that only students linked to an extemaI fucilit)'

receive training about the special needs population. The infusionmodel ensures that all students receive an introduction to

DOcurriculum content. while theelectivemodel provides increased content to a smaller number ofstudents. This study

found that the majorityof SWDC and other UAP respondents had a faculty appointment, withover 40 percent having an

appointment in social work. The nature of the curriculum taught by UAPsocialworkers at social work educational

programs was not described in this study, therefore it is difficult to determine howmuch, ifany, DD curriculum contentwas

imparted. However, thepotential for expanding theeducation of socialwork students for practice with the DD population

through both the infusionand elective models eonJd be enhanced b)' tapping into the expertise of UAP social work faculty.

VI. Implicalions orIhe Research

Implication of the research will bebriefing examined in four areas: (I ) implications for social work

educational programs, (2) implications for UAP social workers, (3) implications for UAP administrators, and (4)

implications for the AAUAP, ADD, and Bureau of Maternal and Child Health.

IS

Institute on Disability and Hwnan DevelopmentUnivo:rsit)· of Illinois at Chicago

A. Implications for Social Work Educational Programs.

Nancy M. Fitzsimons-Cova Ph,D,

This study can contribute to social work educational programs' preparation of social work students for

practice with person with DO and their families along several different dimensions. The rankingof DO content

areas that students should have introductory knowledge illuminates what content is of greatest importance. This

information can be used to develop an informedcourse of action to improve curriculum content that would benefit all

social work students. The lack of expertise in the field of DO among social work faculty has been cited as a reason

for not incorporating DO content in the social work educationcurriculum. The expertise at UAPs can be utilized to

strengthen the social work curriculum in a variety of way which include: (1) UAP staff provide in-service training to

social \...ork faculty on subject matter pertaining to DO and ways to infuse the content in existing curriculum; (2)

UAP staff guest lecture in foundation and advanced courses; (3) UAP staff develop and teach elective courses about

DO: and (4) social work educational programs publicize. encourage and afford students the opportunity to take

coursesoffered by the UAP. Finally, the network-wide emphasis on training to work with children and families

indicates that the majority of UAPs can also provide field instruction for students interested in this area of practice.

as well as for training specialist social workers in the field of DO.

B. Implications for UAP Social Wor k Staff and Faculty

Four broad implications. that have particular salience for SWDCs and other UAP social work faculty. will

be expanded upon. First. the descriptive infonnation contained in this study can be used by social work faculty to

evaluate the status of social work training at their UAP \\11b network-wide activities. Depending upon the particular

results of the self-evaluation. social work faculty can use the information to develop a course of action to strengthen

their program and to justify to UAP administration theneed for additional resources.

Secondly. the lack of networking among UAP SWDCs and other social work faculty was madeclear by the

results of this study. Development of a UAP social work newsletter, connecting through electronic mail, and the

development of a web page are strategies that could be undertaken to establish ties throughout the network . A

potential undertakingof UAP social workers could be to share existing curriculumsand then develop a generic

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Irisntureo~ Disability and HwnanDevelopmentUniversityofIllinois at Chicago

Nancy M. Fuzsimc ns-Cova Ph,D.

training curricu lum. This would be ofparticula r benefit to new UAPs that have no or less training experience and to

smaller UAPs that have fewer resources.

Thirdly, the results of this study, supported by a body of literature, demonstrated the fact that social work

educational programs do not adequately educate social work students for practice with the DO population. This

information, along with a reiteration of the interdisciplinary training mission of UAPs, can be used to at minimum

justify the expenditure of current resources as well as to justify the need for greate r resources to provide training for

additional students .

Finally, the authorizing legislation ofUAPs has placed greater emphasis on outreach and technical assistance

related activities. One way to accomplish this mandate, that would be of benefit to UAPs and social work

educational programs alike. would be to afford social work faculty the opportunity to expand their relationships with

social \..o rk educat ional programs in their geographic service area. Another outreach strategy would be for UAP

social work faculty to develop field instruction sites at community-based DO service provider agencies. This strategy

can contribute along several dimensions. First , it affords UAPs that do not provide direct services greater

involvement in the training of social work students, which contributes towards fulfillment of the UAP

interdisciplinary training mandate. Secondly, it addresses the problem that some UAPs have with lack of resources

to increase the number of students trained . Thirdly , it expands the availability and array of relevant field instruction

options in the field of DO. Finally, it assists DO service provider agencies with the development of field instruction

placements that fulfill the requirements of social work educational programs,

C. Implicat ions for University Affiliated Program Administrat ors

The interdisciplinary tra ining mandate of UAPs is as relevant today for the discip line of social work as it was

when the network was first conceptualized. In order for SWDCs and other UAP social work faculty to assume a

leadership position and use their expertise to strengthen socia l work education in the field of DO, administration

support is imperative. Four areas ofsupport could be of particular benefit: ( I) assis tance in securing additiona l

money to support social work student tra ining; (2) assistance in estab lishing and strengthening affiliat ions between

the UAP and social work educational programs; (3) hiring and supporting a social work discipline coordinator with

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Instituteon Disability and HwnanDevelopmentUniversityof Dlinois at Chicago

NancyM. Fitzsimons-Cove Ph,D

the expecta tion and resources to assume a leadership role: and (4) providing financial support for social work faculty

to attend at minimum the national AAUAP and AAMR conferences.

The study can also be used as a template from which UAP administrators can evaluate the statu s of social

work training at their particular program. In addition. the results could also be used as a "general indicator" of the

nature of DO content tra ining within the interdisciplinary context at UAPs. lfin fact interdisciplinary training is a

priority. or at minimum regarded as important. then the results of this study can be used to enhance and strengthen

student training throughout the net work.

D. Implications for the American Association of University Affiliated Programs. theAdministration on Developmental Disabilities, and the Bureau of Maternal and Child Health

In this age of smaller federa l government and increased accountability, this study can be used by the

AAUAP, ADD, and MCH Bureau to justify the continued importance of interdisciplinary training in the field of DO

at UAPs. part icula rly in the discipline of social work.

The results of this study have particular relevance for the U.S. Bureau of Matemal and Child Health given

the finding that the availability of MCH funding for leadership training at UAPs is associated wi th increased pre-

service social work student tra ining. These findings, along with earlier research on the impact of MCH funding at

UAPs, could be used to support the need for addit ional funding to expand the number of UAPs that receive the

leadership grant.

The need to strengthen the ties among SWDCs and other social work faculty was illustrated in this study.

The AAUAP and ADD could aid in this effort by awarding one of the UAPs a small grant to serve as a clearinghouse

for information about social work education and UAPs in the field of DO. The clearinghouse could solicit articles

from UAP social work faculty about local and national efforts and disseminate the information in a newsletter. The

clearinghouse could also develop and maintain a listing of resources, both personnel and curriculum materials. with

which social work educational programs and other interested parties could access to aid in improving social work

curriculum and practice in the field of DO,

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In.'<ti~uI'.--on Disability and Human DevelopmentUniversityorDiinois at Chicago

VII. Conclusion

Nancy M. Fitzsimons-Cova PhD

The purpose of this research was to "discover" and "describe" the resources available at University

Affiliated Programs foraddressing the deficits in sociaJ " nil< educationin the fieldof DO. Then:suIts indicatethat the

national network afUAPs isa valuable and viableresource to aid social work educational programs in preparing both

generalistand DDspecialist socialworkers. It is 00\'.' time to shiftthe discourse away from one of "blame" and "barriers".

to oneof shared opportunity, responsibility,collaboration, and building 00 strengths. VAPs, by mandate, are charged with

PrO\idinginterdisciplinarystudent trainingand with prO\iding leadership in thedisciplines involved in the field ofD D

Most VAPsalready haveafliliarions with soeialwork educational programs. It seems ooIy logical that collaboration

between SWEPs and UAPs, ona national scale. couldgo a long way towards remedying the deficits in social work

education.

Formore infonnationcontact:

Nancy M. Fitzsimons-Cova, Ph.D.Institute on Disability and Human DevelopmentUniversity of illinois at Chicago1640 W. Roosevelt RoadChicago. Illinois 60608-6904(3 12)9%-1002e-mail: Nfitzs I@;.uic.cdu

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institute on Disability and Hwnan DevelopmentUniversity of Illinois at Chicago

CITED LITERATURE

Nancy M. Fitzsim-ms COVt Ph_D

DeWeaver, K.L., Kropf, N.P.: Persons with mental retardation: Forgotten minority in education. Journalof Social Work Education 28;36-46, 1992.

Mclronald-Wikler, L.: Disabilities: Developmental. In: Encyclooedia of Social Work. ]8th EditionA. Minahan et al. (eds.), pp. 422-434. Silver Springs, MD, National Association of SocialWorkers, 1987.

Wikler, L.: Social work educationand developmental disabilities. In: Rehabilitation Services and theSocial Work Role: Challenge for Change. J.A. Browne. B.A. Kirlin, 5. Watts (eds.), pp. 288­295. Baltimore, MD, Williams & Wilkins, 1981.

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