Abstract:

Introduction:
The disability trends among the aging population have triggered public concern. Recent studies suggest that students’ knowledge and attitudes towards people with disabilities may be improved by educational programs to allow for full social inclusion of people with disabilities.

Aim:
This project aims to nurture secondary school students’ positive values and attitudes towards older adults with physical disabilities and strengthen the collaboration between the university and the secondary schools to establish a school environment more conducive to promote social inclusion.

Methods:
We collaborated with six secondary schools to develop a social inclusion-promoting program for secondary school students. A three-step approach based on the new Medical Research Council guidance was adopted. It included conducting a comprehensive literature review of existing evidence on the effects of interventions to promote social inclusion, developing a theoretical understanding of the likely mechanisms of changes in expected outcomes, and refining the intervention based on the feedback by the secondary school teachers through a series of evaluation meetings. Gaps in the literature and implications for practice and research were identified. A theoretical framework that was appropriate for guiding the program development was adopted.

Results:
An experiential learning program grounded on the School-wide Positive Behavioral Interventions and Supports framework was developed to promote social inclusion for older adults with physical disabilities. Evidence-based strategies informed by the theoretical framework were adopted. The programme consists of a 3-day hybrid convention to develop students’ knowledge, skills, and confidence in communicating with and caring for older adults with physical disabilities, and an online resource package to provide students with information about the health needs and support required for older adults with physical disabilities. The secondary school teachers are facilitators of the convention. The program features at providing experiential learning experiences for students to directly socialize with and learn from the experience of recovery and daily lives of older adults with physical disabilities, both inside and outside of the classroom. It is also unique in offering disability simulation experiences in which students can engage in simulation activities to simulate and empathize with the changes in the body due to the ageing process and physical disabilities.

Discussion and conclusion:
We will conduct a pre-post evaluation study to assess the program’s effects on students’ attitudes towards people with a disability, and their satisfaction with life and the disability simulation experience. Focus group and individual interviews with the students and the teachers will be conducted to evaluate their satisfaction with the program and areas for improvement. The learning materials developed, equipment used, and the program protocol will help the secondary schools, and other teaching units put the program into long-term practice. We expect that the program will nurture positive values and attitudes, such as respect and care for others, responsibility, and integrity in students, and in the long-term in the society by facilitating social inclusion for older adults with physical disabilities.

Keywords:

Social inclusion, experiential learning, secondary schools, aged, physical disability.