Experiencing field learning in social care setting (inclusion -
people with disability)
Benson Chan, RSW,
Approved Counseling Supervisor
Certificated Strengths Based Supervisor Professional Service Development Manager Mental Health Services
Christian Family Service Centre
15.1.2016
Briefing
(Handbook 2, Appendix 1)
• Objectives of Field Learning
– Application of previous knowledge
– Self-regulated learning – target setting and use of handbook
– Experiential Learning
• Implementation of Field Learning
(1) Application of previous knowledge
Difficulties at different levels (e.g.
social support, employment)
1. Human Needs
2. Holistic Concept of
Health Difficulties – 7 Caring Community /
15B Discrimination
(2) Self-regulated learning – target setting and use of handbook
Possible Field Learning Themes
• Social inclusion
• Discrimination
• Assets-building for People with Disability
• Communication Skills
• Social Enterprise
Related Topics / Areas
• 15B Discrimination
• 7 Caring Community
• 14 Social Care in Action
• 11 Social Welfare System
• 12 Medical and Social Care Professions
(3) Experiential Learning
Experiencing the Field Learning
Carol Lai
Senior Service Manager
Integrated Vocational Rehabilitation Service
Opportunities and Inclusion for People with Disabilities Christian Family Service Centre
15.1.2016
Theme and Objective
10:00-10:10 Briefing
10:10-10:30 Principles of service design for people with disability
10:30-11:45 Experiential learning: Inclusion program in social care setting
11:45-12:00 Tea break with task 12:00-12:30 Reflective reflection
12:30-13:00 Feedback from service provider and Q & A
Introducing the Services (1)
Social Services
• Rehabilitation Services
• People with Disabilities
Vocational Rehabilitation
Service
• Sheltered Workshop
• Supported Employment
• Sunnyway – On the Job Training
Program
Social Enterprise
Student Handbook
Abstract Conceptualisation
- Safety and Supportive Environment
People with Disabilities
Attention Deficit/Hyperactivity Disorder
Autism
Hearing Impairment
Intellectual Disability
Mental Illness
Physical Disability
Specific Learning Difficulties
Speech Impairment
Visceral Disability
Visual Impairment
Abstract Conceptualisation – Understanding the Clients
Abstract Conceptualisation
– Non-verbal Communication
Prepare for Interview with Focuses
Student Handbook
Reflect Based on Handbook
Active Experiment and Concrete Experience
4 groups
Each group:
1 instructor (A-Soulroom teammate) 1 teacher (with task)
others: students
Enjoy a leather-product making class
4 groups
Teacher (with task) and students and instructors
Enjoy free conversation with instructors
Report back
Active Experiment and Concrete Experience
Reflection - 5 Questions
1. your most impressed?
2. your feeling?
3. your new discovery?
4. any changes you suggested?
5. your contribution?
Abstract Conceptualisation – New Knowledge
It’s human right, not
charity (Respect to
all)
Build social capital and goodwill in
the community
(Assets building)
Encourage workforce participation
(Redress discrimination)
Equality in society
Enrich life for ALL
Why Social Inclusion
What can you do for Social Inclusion
SOCIETY
Person with disability
Society:
• is aware of PWDs as part of the society
• has a positive attitude towards PWDs
• is accessible for everyone
• views all members as having equal value
Persons with disabilities have/are:
• quality of life
• the right of self-determination
• Independent
• valuable role
BARRIERS
EMPOWERMENT
Model of Inclusion (Oliver, 1990)
Abstract Conceptualisation – New Knowledge
Core Values in Inclusion
Participation
Contribution Choice
Respect
Collaboration
Impact from Collaboration
Student Teacher / School CFSC
