Practices and Policies for Doctoral Education and Leadership

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.