Service-learning to promote attitude change towards children and adolescents with disabilities in an Indigenous Mexican context

Abstract

Detecting attitudes and perceptions based on stereotypes towards the population with disabilities, as well as carrying out an academic experience based on service-learning were the ways used to facilitate reflection and try to transform ideas that exclude. From the teaching practice, this motivation arose to undertake an integrated work with undergraduate students in Tabasco, Mexico, during the 2024-1 semester. As part of the methodological process, a qualitative instrument was applied to a sample of 36% of the participating students. Next, a volunteer action was promoted with the entire enrollment of the Bachelor's Degree in Intercultural Communication, to finally replicate the opinion poll with the same previously selected sample. The testimonies obtained were analyzed and grouped into semantic fields. In the first result, negative attitudes towards diversity could be detected. This, due to ignorance and the absence of interaction with diverse people; In this case, we worked with children and adolescents with disabilities in an indigenous context. The second significant result, after the academic-community intervention, is that a reflective process and changes in the ways of naming children with disabilities were detected. This was possible from intergenerational coexistence that translated into a significant learning experience. From the convergence of academic skills and the promotion of values such as respect, solidarity and empathy as well as inclusive communication, it can be said that university-level students were sensitized and assumed a position that favors social integration. Likewise, they strengthened their disciplinary skills and, in some cases, self-confidence was promoted to live with a diversity of people, because communication barriers arise from the prejudices and stigmas that are acquired in everyday life.