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Discussion of Disability and Use of Self in the Classroom

Abstract As with other minorities, social work faculty with disabilities often face a dilemma of which personal experiences to discuss in the classroom and how to accomplish this to advance the teaching-learning process. This discussion of disability utilizing direct narrative experiences, seeking to maximize the quality of teaching and student learning about disability while maintaining personal boundaries is both complex and exposes faculty with disabilities to some personal and professional consequence. This article integrates scholarly literature with personal reflection and narrative to explore the use of the classroom as a laboratory of evidence based inquiry and critical thinking, infused with multicultural or diversity rich material, specifically disability based discussions. Further expansion of the discussion to all minority faculty is undertaken and guidelines for faculty use of self in the classroom are advanced.