An autistic student and recent graduate of MacEwan University, Neil Morey has completed two field practicums. It is both a key academic achievement and pathway to success in their professional lives ahead. Today, that student has graduated and is working on her master’s degree in social work. They applied a unique role-play learning method with custom simulations to get ready for spontaneous, dramatic settings commonly faced on the job in their field.
The Center for Teaching and Learning collaborated with MacEwan’s access and disability resources. They both collaborated heavily with the student in order to co-design realistic, workable simulations. We would challenge anyone to find a more immersive, rich, supportive, and inclusive learning environment than these simulations. They prioritized the students’ confidence and competence in their craft.
The Simulation Process
The simulation process utilized a three-part format: Briefing, Simulation, and Debriefing. During the first Briefing stage, the student considered the historical background and concrete objectives of each simulation. This preparation process allowed the student to better understand the situations they would be confronted with. This helped to focus and clarify what we expected them to do during the simulations.
After the briefing, the student participated in the Real Time Simulation phase. This included engaging in role-play exercises with actors who played out different characters and scenarios encountered in social work practice. Actors helped create a colorful and realistic atmosphere. Through them, they allowed pupils to experience the difficult conversations and reactions that you find in many real-life scenarios.
Finally the Debriefing stage offered a valuable reflection and feedback process. The student analyzed their performance and received constructive critiques from instructors and peers, which helped solidify their learning and identify areas for improvement.
Tailored and Realistic Learning Experience
The simulations were co-designed but custom-made to address the complex, specific needs of the neurodivergent student. This level of customization meant that each scenario was familiar and applicable to the learner, making the learning experience more engaging and impactful. The simulations brought to life very realistic and relatable scenarios that social workers experience. They readied the student with a toolkit of useful skills and wisdom to approach daunting situations with poise.
The student, the Center for Teaching and Learning, and MacEwan’s access and disability resources collaborated with one another. Their combined efforts epitomized an all-inclusive approach to education. By emphasizing accessibility and flexibility, they worked to build a world in which the student could succeed in spite of their disability.
Impact of Role-Play Learning
The role-play experiential learning method, in particular, helped to serve as a transformational tool that fostered this student’s success in her future nursing practicums. The student participated in focused simulations to improve their critical thinking. This immersive learning experience further developed their emotional intelligence and adaptability, dispositions that are hallmarks of strong practice in social work. By confronting high-stakes scenarios in a controlled setting, they learned how to remain composed under pressure and respond appropriately to various challenges.
The backing of MacEwan University’s resources was key in making this extraordinary learning experience possible. As such, they offered an environment in which neurodivergent students were able to enter focused training that fit their learning styles. This dedication to inclusivity improves learning conditions not just for students with disabilities, but shapes a more robust educational environment for all students.