Society has become more interactive through increased access and use of the Internet and social media tools. Web 2.0 moved the Internet beyond information storage to a place where discourse takes place (Sawmiller, 2010). Social media, Internet tools that facilitate online interactions, have the potential to further expand such discourses. Social networks (for example, Facebook, Google + , LinkedIn), blogs (for example, Wordpress, Typepad), and microblogs (for example, Twitter, Tumblr) are types of social media tools that allow people to connect and share information in an online space. People use social media tools to report information, present opinions, and solicit conversation through their own domains or dedicated websites. All of this online interaction, enabled further by increases in smartphone and networked tablet devise usage, poses the potential for personal and professional lives to cross in social media spaces.

The role of social work education is to prepare students to work with individuals, families, and communities, many of whom have one or more disabilities. Yet most social work programs include limited disability-specific content in their programs, and with a deficit-model focus. Recent changes in the National Association of Social Workers Code of Ethics and the Council on Social Work Educational Policy and Accreditation Standards moves the profession from a disability toward an ability framework; yet disability is still often invisible in curricular content and in the ways social work education recognizes and responds to disabled students, faculty, and staff. This article discusses frameworks for ways social work education can proactively and intentionally address disability within ableist institutional practices.

Increasingly, intercountry adopted children have special needs similar to children adopted from foster care in the United States. Out-of-home placement may be necessary when less restrictive services have not adequately addressed an adopted child's needs. The experiences of 19 adoptive parents who chose to place their intercountry adopted child in out-of-home care due to their child's disability were explored through qualitative interviews and family ecomaps. Themes emerging from interviews relate to adoptive parent definitions of adoption and disability, challenges identifying and accessing services, and the effects of placement on their family, within an ecological systems perspective. Findings show the need for service providers to better understand the impact of an intercountry adopted child's disability and preadoption history on family adjustment, as well as to support parents through the out-of-home placement process.