Exploring the Impact of Community Engaged Programs on Undergraduate Students’ Attitudes Toward Intellectual Disability

Jennifer Lynn Jones, Kami Lyn Gallus, Amber Manning-Ouellette


Positive outcomes for students have motivated educators to identify effective strategies for advancing diversity, equity, and inclusion (DEI) in people with intellectual disability (ID), a minoritized population often excluded from DEI efforts. The current study investigated undergraduate student attitudes toward ID and compared changes in attitudes following participation in one of two community-engaged programs alongside adults with ID. Findings indicate both programs were effective in changing all three components of students’ attitudes: affect, cognition, and behaviors.


service learning, intellectual and developmental disabilities, inclusion, diversity, higher education

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