Social Work Practice With Individuals With Intellectual Disability: Social Work Students’ Perspectives

ABSTRACT

This study explored bachelor’s-level social work students’ readiness to practice with individuals with intellectual disability (ID) and their attitudes toward individuals with ID. Fifty-eight students completed a Web-based survey that assessed their knowledge of four etiological conditions and their willingness to maintain social contact with individuals with various etiological conditions. Students also participated in focus groups that further explored their understanding of ID and readiness to practice in the ID field. The survey results indicated scientific understanding of causes and effective interventions as well as openness to interact with individuals with ID. Thematic analyses of focus group interviews highlighted four themes underlying students’ readiness to practice in the ID field. Discussion includes implications of findings for social work education.

Additional information

Notes on contributors

Aesha John

Aesha John, PhD, LMSW, is an associate professor of Social Work at Texas Christian University.

Kori Schrandt

Kori Schrandt, LMSW, is at John Peter Smith Hospital, Texas. She was a MSW student at Texas Christian University at the time the study was conducted.