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.
Recommended Citation
Jones, Jennifer L.; Gallus, Kami L.; and Manning-Ouellette, Amber
(2022)
"Exploring the Impact of Community-Engaged Programs on Undergraduate Students’ Attitudes Toward Intellectual Disability,"
Journal of Community Engagement and Higher Education: Vol. 14:
Iss.
2, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol14/iss2/2
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons