Experimental Course Study: The Influence of Intellectual and Developmental Disabilities (I/DD) Curriculum Content on Career Interests of Social Work Students

Background and Purpose: Individuals with intellectual and developmental disabilities (I/DD) represent a growing population requiring specialized social services, yet disability-focused training remains limited within social work education. As a result, many social work students report feeling underprepared to work with individuals with I/DD in practice settings. Although social workers frequently serve individuals with I/DD across healthcare, education, and community-based service systems, limited exposure to disability-focused coursework may affect students’ preparedness, knowledge, and willingness to practice with this population. This study examines whether exposure to curriculum content dedicated to intellectual and developmental disabilities (I/DD) influences social work students’ attitudes, perceptions, preparedness, knowledge, ability to identify I/DD, and willingness to practice with individuals with I/DD.

Methods: A QUANT→Qual mixed-method quasi-experimental pre/post-test design was used with graduate social work students. Participants included an experimental group exposed to a 15-week I/DD-focused course (N = 66) and a control group not enrolled in the course (N = 103). Data were collected using an author-developed survey measuring attitudes, perceptions, preparedness, knowledge, ability to identify I/DD, and willingness to practice with individuals with I/DD. Quantitative data were analyzed using Mann–Whitney U tests, and open-ended responses were analyzed using thematic qualitative analysis.

Results: Students exposed to I/DD-focused curriculum content demonstrated significant improvements in preparedness, ability to identify I/DD, knowledge about I/DD, and willingness to practice with individuals with I/DD. Qualitative findings indicated increased confidence, reduced uncertainty, and greater interest in pursuing careers related to I/DD services.

Conclusions and Implications: Findings suggest that dedicated I/DD coursework significantly strengthens student competency and interest in disability practice. Integrating disability-focused courses into social work curricula may help address workforce shortages and improve the preparation of future practitioners serving individuals with intellectual and developmental disabilities (I/DD).