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The Impact of Direct Experiences with Children with Disabilities on Undergraduate Student Perceptions and Dispositions

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Bibliographic Details
Title: The Impact of Direct Experiences with Children with Disabilities on Undergraduate Student Perceptions and Dispositions
Language: English
Authors: Bassette, Laura, Jefferson, Ruth, Stuve, Matthew, Geiser, Sarah
Source: International Journal of Disability, Development and Education. 2023 70(6):977-993.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Student Attitudes, Familiarity, Experience, Children, Disabilities, Program Effectiveness, Interaction, Career Choice, Students with Disabilities, Day Camp Programs, Experiential Learning, Consciousness Raising
DOI: 10.1080/1034912X.2021.1944611
ISSN: 1034-912X
1465-346X
Abstract: The purpose of this study was to explore the impact of an immersive learning (IL) course in which university students planned, developed, and implemented a 2-week day camp for children with disabilities. To assess perceptions and associated dispositional constructs, university students completed reflection activities before, during, and post camp (immediate, and 3 years after). The results indicate perceptions were impacted both during the IL course and across several timepoints after the completion of course. Comfort interacting with people with disabilities was the primary construct maintained 3-years after the camp, and results indicate the camp experience impacted career choices. Implications and areas for future research are discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396646
Database: ERIC
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Description
Abstract:The purpose of this study was to explore the impact of an immersive learning (IL) course in which university students planned, developed, and implemented a 2-week day camp for children with disabilities. To assess perceptions and associated dispositional constructs, university students completed reflection activities before, during, and post camp (immediate, and 3 years after). The results indicate perceptions were impacted both during the IL course and across several timepoints after the completion of course. Comfort interacting with people with disabilities was the primary construct maintained 3-years after the camp, and results indicate the camp experience impacted career choices. Implications and areas for future research are discussed.
ISSN:1034-912X
1465-346X
DOI:10.1080/1034912X.2021.1944611