The Impact of Service-Learning on Undergraduate Awareness and Knowledge of Autism Spectrum Disorder

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  • Additional Information
    • Availability:
      Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: [email protected]; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Service Learning; Undergraduate Students; Autism; Pervasive Developmental Disorders; Student Attitudes; Attitudes toward Disabilities; Attitude Change; Knowledge Level; Outcomes of Education
    • Subject Terms:
      North Carolina
    • ISSN:
      1534-6102
    • Abstract:
      As the prevalence of autism spectrum disorder (ASD) rises and individuals with ASD seek community inclusion, there is a great need for community awareness and knowledge of ASD. This study aimed to address this need using service-learning pedagogy to increase undergraduate students' awareness, knowledge, and perception of ASD. Two cohorts of undergraduate students (N = 44) enrolled in a course that required 30 hours of hands-on community service with individuals with ASD in addition to 3 hours per week of in-class participation. Based on students' responses to a pre- and postcourse survey as well as their open-ended case study responses, service-learning pedagogy has the potential to improve undergraduate student awareness, knowledge, and acceptance of ASD. Lessons learned and recommendations for future research are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1253854