Exploring the Impact of Community-Engaged Programs on Undergraduate Students' Attitudes toward Intellectual Disability
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| Title: | Exploring the Impact of Community-Engaged Programs on Undergraduate Students' Attitudes toward Intellectual Disability |
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| Language: | English |
| Authors: | Jones, Jennifer L., Gallus, Kami L., Manning-Ouellette, Amber |
| Source: | Journal of Community Engagement and Higher Education. 2022 14(2):19-33. |
| Availability: | Journal of Community Engagement and Higher Education. Tirey Hall Room 132 A, Indiana State University, Terre Haute, IN 47809. Web site: https://discovery.indstate.edu/jcehe/index.php/joce/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Intellectual Disability, Attitudes toward Disabilities, Program Effectiveness, Attitude Change, Adults, Behavior Change, Knowledge Level, Community Programs, Inclusion, Service Learning, Consciousness Raising |
| ISSN: | 1934-5283 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1360216 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1934-5283 |
