Barriers Facing Social Workers Undertaking Direct Work with Children and Young People with a Learning Disability Who Communicate Using Non-Verbal Methods

Abstract

This paper analyses data drawn from a small group of qualified social workers specialising in work with disabled children who communicate using non-verbal methods. While a number of studies have criticised social services for neglecting disabled children, this paper re-evaluates evidence from the standpoint of a small group of experienced practitioners. Three substantive themes are explored, which include: problems faced by practitioners communicating with children and young people; barriers to direct work; and positive engagement or use of creative methods. Among other findings, the paper highlights the complexity of communication techniques when seeking to accommodate diverse service user and carer needs, as well as creative responses used by practitioners despite significant barriers that include limited available training, technology and financial resources. Despite policy initiatives and legal requirements emphasising the importance of direct work and participation with disabled children, the conclusion reiterates the narrow focus of current risk-averse social work around disability, as well as a need for additional resources and training to improve relationships, communication and meaningful support for children and young people who meet basic legal requirements.

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