Abstract: Disability content has been slowly integrated into social work curricula
despite the large proportion of social workers supporting people with disabilities and
its requirement in social work education by the Council on Social Work Education
Educational Policy and Accreditation Standards. Schools of social work offer
disability content to their students in three ways: infused, dedicated (specialization),
or a combination of both. A content analysis of 1620 course titles and descriptions
from the top schools of social work was conducted to assess the integration of
disability content into social work curricula. Eighty percent of the schools included
disability content in their curriculum. Disability content was more likely to be
integrated using the infused rather than the dedicated model.
Keywords: Disability, disabilities, infused, curriculum, diversity