Psychology student Texas Christian University, United States
Overview: We will share three service learning initiatives focused on the needs of adult with an intellectual disability (ID). Developed in collaboration with a community partner, the initiatives aligned with course outcomes of undergraduate and graduate social work courses including Social Work with Groups and Human Behavior and Social Environment 2.Proposal text:
Background: An estimated 6.5 million individuals in the United States live with ID, a condition that originates before the age of 18, and is characterized by limitations in cognitive functioning and daily living skills (Special Olympics, n.d.). Over their lifespan, individuals with ID and their families can benefit tremendously from social work support and intervention (Coyle, n.d.; Thyer & Pignotti, 2010). However, ID remains an underrepresented topic in social work program curriculum, which perhaps results in relatively few social work professionals opting to practice in the ID field (Keesler, 2021; Laws et al., 2010). To address this curricular gap, this proposal describes three service learning initiatives developed in partnership with community agencies, and that aligned well with the needs of adults with ID.
Service Learning Initiatives: The first initiative was planned in partnership with a major provider of ID services in the area. As part of service learning, students conducted recreational assessments with individuals with ID at the agency’s day habilitation center. This served as an excellent learning opportunity for students to develop skills in assessing individuals at varied cognitive and communicative levels. The facility used the survey results to plan preference based recreational activities for their consumers, which demonstrated to students in a tangible way the significance of self-determination, and how individuals with ID can engage and participate in their own programming.
The second service learning initiative entailed hosting two Next Chapter Book Clubs (NCBC) on the university campus. NCBC is a community based social and literacy program for individuals with ID, who otherwise lack opportunities for social interaction and literacy development after they leave the K-12 system. 4-8 individuals with ID, along with two trained facilitators, meet weekly or biweekly in a public place to read a book and form social connections (Fish et al., 2009). In addition to two regular student facilitators, students from three social work classes co-facilitated one book club meeting each to meet their service learning requirement. Students were able to learn firsthand how to interact with individuals with ID as well as improve their practice skills and competence in practicing with individuals with ID. The opportunity also allowed students to gain a better understanding of community inclusion, and how this can look when effectively carried out.
The third service learning initiative was a job training program for individuals with ID. The program was launched in partnership with a local provider’s supported employment division. Using structured curriculum developed for career development and planning, a program specialist from the provider’s agency conducted the job readiness program for seven individuals with ID. In addition to one trained social work student, who regularly co-facilitated each training session, students from three social work courses were assigned this program for service learning as well.
Relevance to Conference Theme: The three initiatives not only address a curricular gap, but also a critical gap in programming for adults with ID. They thereby promote social and economic justice for this vulnerable and underserved population, and in turn, human rights.
.jpg "Aesha J. John, LMSW, PhD photo")
