Background/Purpose Service learning is a form of experiential education where learning occurs as students work with others and reflect upon their experiences, resulting in a deeper understanding of themselves as well as enhancing their skills in working with a special needs population (Buswell & Leriou, 2007). Service learning experiences can shift students' attitudes toward people with disabilities (Greene, 1998; Curran, 1998; Smith, 2003). However, none of these studies was conducted within the context of special event volunteering. The purpose of this study was to investigate the impact upon and benefits received by students who volunteered to assist intellectually disabled athletes during the Special Olympics World Summer Games.
Method Eighteen undergraduate students participated in this experience. Data were collected through reflective journals composed during and shortly after completion of this experience. Eight open-ended questions were constructed to assist in completing the journal. Grounded theory served as the framework to collect, analyze, and interpret the data.
Analysis/Results Three themes emerged: increased comfort/reduced awkwardness with intellectually disabled individuals, clarification of career choice, and an increased sensitivity toward individuals with intellectual disabilities. Student volunteers became increasingly comfortable with intellectually disabled individuals and realized working with this population was an appealing career path. Also, participants became more cognizant of stereotypes and attitudes directed toward intellectually disabled individuals.
Conclusions Service learning opportunities provide significant positive outcomes. For college students in particular, it could serve as an experience that shapes an eventual career path. It is hoped the experiences of these students could interest others in assisting intellectually disabled individuals.
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