The purpose of this study was to explore the knowledge and attitudes of paid carers of people with a learning disability regarding cancer. A questionnaire was utilised to gather information from carers involved in the social care of adults with learning disabilities within the independent sector. A total of 324 questionnaires were returned. Subjects were asked to provide words that they associated with cancer to provide data on their attitude to cancer. Knowledge-based questions examined their knowledge on the possibility of recovery from cancer, the likelihood of cancer (particularly in relation to people with learning disabilities), types of cancer, risk reduction and early signs and detection. Subjects were also asked for their views regarding the adequacy of their knowledge and training needs. The findings indicated that the carers had some knowledge regarding cancer, but strategies for preventing and detecting cancer with adults with learning disabilities were not clearly elucidated.

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This theoretical study uses the context of the writer’s personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so.

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.