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Related Experiment Video

Updated: Jul 26, 2025

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Learning science alongside peers with intellectual and developmental disabilities.

Kaelin N Rubenzer¹, Jonathan T Pierce¹

¹Department of Neuroscience, The Center for Learning and Memory, Waggoner Center for Alcohol and Addiction Research, Institute of Neuroscience, University of Texas at Austin, Austin, Texas, United States of America.

|June 13, 2023

Summary

College students engaged in science learning with adults with intellectual and developmental disabilities (IDDs). This program increased student interest in IDD research, social interaction, and advocacy.

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Area of Science:

Disability Studies
Inclusion Education
Science Education

Background:

Diversity training is crucial for college students.
Intellectual and developmental disabilities (IDDs) present unique challenges in social inclusion.
Interdisciplinary learning can foster empathy and understanding.

Purpose of the Study:

To evaluate the impact of a collaborative science learning program on college students' attitudes towards individuals with IDDs.
To assess changes in student interest in IDD-focused research, social interaction, and advocacy.

Main Methods:

A program named "Lifelong Learning with Friends" was implemented.
College students learned science in collaboration with adults with IDDs.
Pre- and post-program surveys assessed changes in student attitudes and interests.

Main Results:

Volunteers demonstrated a significant increase in interest in IDD-focused research.
Participants showed enhanced engagement in social interaction with individuals with IDDs.
A notable rise in advocacy intentions related to intellectual and developmental disabilities was observed.

Conclusions:

Collaborative science learning is an effective method for diversity training.
Programs involving direct interaction can positively influence students' perceptions of and engagement with the IDD community.
This approach fosters a greater understanding and commitment to inclusion and advocacy.