Exploring the Impact of Community Engaged Programs on Undergraduate Students’ Attitudes Toward Intellectual Disability
Abstract
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.
Keywords
service learning, intellectual and developmental disabilities, inclusion, diversity, higher education
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