A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities

Autor/inn/en	Rose, Amy; Cooper-Duffy, Karena; Molefe, Bontle Pauline
Titel	A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 35 (2023) 1, S.82-114 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
DOI	10.36366/frontiers.v35i1.720
Schlagwörter	Foreign Countries; Interdisciplinary Approach; Service Learning; Cultural Awareness; Teacher Attitudes; Knowledge Level; Students with Disabilities; Autism Spectrum Disorders; Developmental Disabilities; Communication Skills; Special Education; Program Effectiveness; Study Abroad; Graduate Students; Allied Health Personnel; Speech Language Pathology; Educational Practices; Elementary Secondary Education; African Languages; Botswana; United States + Suchen Sie Ihr Suchwort? Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Service-Learning; Cultural identity; Kulturelle Identität; Lehrerverhalten; Wissensbasis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Entwicklungsstörung; Kommunikationsstil; Special needs education; Sonderpädagogik; Sonderschulwesen; Studies abroad; Auslandsstudium; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Bildungspraxis; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; USA
Abstract	A four-week global interdisciplinary service-learning project to Botswana, was developed to increase cultural humility and cross-cultural communication skills in 12 current and future educators of children with autism and developmental disabilities. Participants worked alongside peer educators in eight different special education units across different regions of Botswana to create curricular activities that can be used in classrooms in both countries. Instruction in Botswana education, culture, language, history, and traditions was provided along with immersion in daily Botswana life. The present study examines the impact of these experiences on participant growth of cultural humility and cross-cultural communication skills. Results indicated increases in cultural humility for all participants, with the greatest increases for the stages of integration and intercultural communication. Individual growth varied based on factors such as previous experiences, chronological age, and flexibility. In this paper, we discuss details of the project, results, limitations, and implications for practice. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01