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Social Work Students' Exposure to and Attitudes Towards Individuals with Developmental Disabilities

Please use this identifier to cite or link to this item: http://hdl.handle.net/1811/51911

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dc.contributor.advisor Begun, Audrey
dc.creator Persin, Lauren
dc.date.accessioned 2012-05-30T15:03:51Z
dc.date.available 2012-05-30T15:03:51Z
dc.date.issued 2012-06
dc.identifier.uri http://hdl.handle.net/1811/51911
dc.description.abstract The undergraduate social work curriculum serves as a significant pedagogical platform, shaping and stimulating students’ practice interests and preparedness to interact with the diverse populations present within our society. One population that is underrepresented in terms of its educational presence in the undergraduate social work curriculum is that of individuals with developmental disabilities. Recent studies have shown the positive outcomes associated with incorporating general disability awareness content within the primary education curriculum. However, few studies assess the role of developmental disability studies in undergraduate social work education. This research seeks to better understand attitudes towards individuals with developmental disabilities that are held by undergraduate social work (BSSW) students, their enthusiasm for working with this particular population, and their sense of preparation to do so based on information received in the BSSW curriculum and their life experiences. Data were collected from 142 sophomore, junior, and senior level students within the BSSW program at The Ohio State University. One group was beginning the program and a comparison group was completing the program. Participants completed a paper survey that assessed a number of factors including personal and professional attitudes toward individuals with developmental disabilities and educational exposure to the study of developmental disabilities. Attitude items followed viewing of a video segment showing a man with a developmental disability. Findings demonstrate that students felt that they had only minimum exposure to developmental disability content within the BSSW curriculum. The majority of participants projected a positive attitude towards individuals with developmental disabilities, and many expressed a desire to learn more about this particular population. Results revealed no significant differences between the two levels of students. Improving the curriculum to include developmental disability content could enhance students’ professional preparedness and ability to ensure that the needs of this vulnerable population are met. en_US
dc.language.iso en_US en_US
dc.publisher The Ohio State University en_US
dc.relation.ispartofseries The Ohio State University. College of Social Work Honors Theses; 2012 en_US
dc.subject Developmental disabilities en_US
dc.subject Bachelors of Social Work en_US
dc.subject Attitudes en_US
dc.subject Social Work Education en_US
dc.title Social Work Students' Exposure to and Attitudes Towards Individuals with Developmental Disabilities en_US
dc.type Thesis en_US
dc.description.embargo No embargo en_US