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Author ORCID Identifier

https://orcid.org/0000-0002-8436-1465

Keywords

school social work, special education, preservice training, related services provider

Abstract

School social workers are designated as related service providers under the Individuals with Disabilities Education Act (IDEA) to support students with disabilities and their families. Despite this, state requirements for school or special education-specific training among social workers providing these services vary significantly. This mixed method study explored the potential impact of preservice training on school social workers’ self-reported knowledge and skills to prepare them as related service providers. School social workers across the United States participated in an online survey to report knowledge and skills for special education practice upon beginning work in schools and at present. Analysis found a statistically significant difference in self-reported knowledge and skills for special education practice between school social workers who reported specific preservice training and those who did not. Findings highlight the potential importance of preservice training in special education to prepare social workers as related service providers in schools.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Author Biography

Kimberly M. Knox, LCSW is an Assistant Professor in the School of Social Work at New Mexico State University. Her professional experience as a related service provider for children with disabilities in schools, and school social work guides her research. Her research focuses on related service social work, preservice preparation, and ethics.

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