Promoting health and self-advocacy for persons with intellectual and developmental disabilities: A service-learning pilot project for community health education students
Learning Areas:Advocacy for health and health education
Assessment of individual and community needs for health education
Implementation of health education strategies, interventions and programs
Other professions or practice related to public health
Planning of health education strategies, interventions, and programs
Identify the critical phases of a University service-learning project for adults with intellectual and developmental disabilities. Describe the effectiveness of a University service-learning project for adults with intellectual and developmental disabilities. Identify the learning outcomes of a University service-learning project for community health education students.
Keyword(s): Disabilities, Service Learning
Qualified on the content I am responsible for because: I completed the University of Scranton's Service-Learning Faculty Fellows Program. For over 9 years, I have implemented a variety of University service-learning projects working with diverse populations and community partners. Under my leadership, approximately 300 students have earned 6,000 service-learning hours. I previously presented other service-learning projects at the Society of Public Health Education and the Art & Science of Health Promotion conferences. Community-Based Participatory Research is my research area of expertise.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.