Breaking Down Barriers to Community Inclusion Through Service-Learning: A Qualitative Exploration
Abstract Lack of meaningful interaction between persons with and without disabilities contributes to prejudice and perpetuates barriers to community inclusion. The current study explored a university-community agency partnership designed to break down barriers to community inclusion by promoting interaction between college students and adults with developmental disabilities. The purpose of this phenomenological study was to discover and describe the experience of undergraduate university students involved in a service-learning project that included visiting the community homes of adults with intellectual and developmental disabilities receiving state services. Final course term papers of 156 undergraduate students were analyzed using a team-based approach. Nine salient themes emerged from the term papers and are discussed. Findings from this study have implications for university faculty and community agencies interested in promoting cultural competence and removing barriers to community inclusion.