Abstract
This qualitative study shares experiences of 337 undergraduate students majoring in special education or related fields completing requirements in a designated service-learning course learning about intellectual disability (ID) and other exceptionalities at a rural university in the southeastern United States. In this course, each student had opportunities to work with 8-12 young adults with ID engaging in a variety of shared college experiences (e.g., meals, active leisure, homework, working out, campus activities). Our study focused on understanding the shared views, perspectives, attitudes, and career aspirations based on this service-learning opportunity. First, we explored the connection between the changes in perspective or attitude. Second, we investigated the students desire to further pursue a career in special education or a related field after this service-learning experience. Lastly, we examined the relationship between service-learning and overall benefits of inclusion or changes in attitude. Future research, implications for practice, and limitations are also discussed.
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