Show simple item record

dc.contributor.authorHewson, Michael
dc.contributor.authorGant, Valerie
dc.date.accessioned2022-05-19T01:02:06Z
dc.date.available2022-05-19T01:02:06Z
dc.date.issued2020-08-01
dc.identifierdoi: 10.1332/204986020x15945757313946
dc.identifier.citationCritical and Radical Social Work, volume 8, issue 2, page 273-281
dc.identifier.urihttp://hdl.handle.net/10034/626872
dc.descriptionFrom Crossref journal articles via Jisc Publications Router
dc.descriptionHistory: ppub 2020-08-01, issued 2020-08-01
dc.descriptionPublication status: Published
dc.description.abstractDrawing on principles of auto-ethnography, this commentary offers for discussion reflections on a personal reaction to some of the struggles experienced when navigating the English social work placement landscape for a student who has a diagnosis (or label) of dyslexia/dyspraxia. Commenting on some of the challenges faced in order to try and survive the placement experience necessary to complete the programme, this account makes recommendations and suggestions for educators in university and in practice.
dc.publisherBristol University Press
dc.sourcepissn: 2049-8608
dc.subjectSociology and Political Science
dc.title‘It’s more than confusing our b’s and d’s’: a commentary on the lack of understanding of the needs of social work students who have dyslexia
dc.typearticle
dc.date.updated2022-05-19T01:02:06Z


This item appears in the following Collection(s)

Show simple item record