Accessible Social Work Pedagogy and Research for People with Energy-Limiting Conditions

Applied research for and with disabled community members, lacks the attention it deserves – even in spaces that prioritize inclusivity and equity. Although most social workers strive to uplift the dignity of disabled people, research practices remain largely inaccessible and exclusionary for both disabled researchers and disabled community members. Led by a panel of three researchers who have energy-limiting conditions (ELC’s), and are dedicated to, or experts in, accessible research design, this workshop aims to encourage and inspire social workers to prioritize Disability Justice and accessibility in their research practices. Panelists will guide participants through a series of thought-provoking activities and discussions around accessibility, with the goal of participants leaving with pragmatic tools to improve their pedagogical and research praxis.

The workshop addresses the conference theme “Social Work Research at the Service of Democracy: Advancing Rigorous Inquiry for the Common Good” by bridging a necessary gap between intention for inclusivity and “commonality”, and real action towards that inclusion. If social workers believe that our goal is to ensure all humans can participate equitably within society, then we must remain committed to research, pedagogy, and practice that is not exclusionary.

The workshop will be split into four parts with short breaks between sections as needed for participants with access needs. During the first hour, panelists will walk participants through a grounding and visioning activity guided by the Sins Invalids’ Disability Justice principles. This will lead into a discussion around pedagogical and theoretical considerations regarding accessibility, how these frameworks and considerations are not currently prioritized within the academy, and how these approaches are nevertheless a necessary part of ensuring that researchers are conducting equitable research in the context of social welfare. Here, panelists will acknowledge and discuss roadblocks that hinder commitments to accessibility within academic research settings, with a particular focus on ELC’s.

After a short break, the panelists will begin the second hour by presenting case examples of accessible research design, including their experiences with navigating IRB requirements, deciding on methodological approaches best suited for people with ELC’s, and integrating Disability Justice principles into research design and data analysis. Finally, the panelists will engage in an interactive discussion with participants about how to partner with disabled and chronically ill communities when designing research studies. Questions will be welcome throughout the workshop.

Supported by interactive activities and engaging presentations with step-by-step case examples, by the end of the workshops participants will be able to: identify different pedagogical and theoretical tools to co-create more accessible practices for research; learn how to integrate Disability Justice principles into research design; begin designing research accessible to people with ELC’s like Myalgic Encephalomyelitis, Long COVID, and cancer; and understand how to approach co-designing research with people who have energy-limiting conditions. This session provides a pragmatic space to explore what accessibility can look like, particularly for people with energy-limiting conditions. Whether participants are new to accessible research and pedagogy, disabled, or not, this session can be useful for all social workers looking to build more inclusive spaces.