The Art of Communication through a Practice Education Lens

This chapter examines communication as a relational, cultural, and political practice within social work, focussing specifically on practice education and the assessment of neurodivergent social work students. It challenges dominant assumptions about what constitutes effective or professional communication, arguing that neuronormative standards often disadvantage neurodivergent learners and practitioners. Drawing on research into neurodivergent communication, critical disability theory, attachment theory, and the Double Empathy framework, the chapter reframes communication difficulties as systemic and relational rather than individual deficits. Particular attention is given to how communication is assessed within practice education, including feedback, supervision, team interactions, and professional capability judgements. Through theory, case examples, and applied strategies, the chapter explores how misinterpretation, and unclear expectations can undermine learning, confidence, and retention. It offers practice educators and supervisors practical, inclusive approaches to communication that emphasise clarity, structure, flexibility, and shared responsibility. Readers will gain insight into how inclusive communication can strengthen assessment, support neurodivergent students to demonstrate capability authentically, and align practice education more closely with social work&s;s values of equity, relational practice, and anti-oppressive education.