Purpose: To describe a process of using service learning in PT Education to promote access to services and enhanced health equity in individuals with Intellectual Disabilities(ID).Methods/Description: Service learning has been described as having the potential to enhance student learning and promote the health of the public.1-4 Individuals with ID are considered an underserved population and commonly suffer from poor health status.5 Special Olympics and the APTA joined forces in 2000 to create the FUNfitness(FF) program, a comprehensive screening program for individuals with ID assessing the following areas: flexibility, strength, balance and aerobic fitness . Currently, FF is a world-wide program boasting trained Clinical Directors in 180 Global Regions, including 49 US States. Over 200,000 SO athletes underwent FF screens between 2001-2013. Two XXX University Doctor of Physical Therapy (DPT) faculty members were appointed State Clinical Directors for the FF program in their state. Physical therapy entry-level students were required to participate in the FF program at the annual SO summer games as part of required coursework. Local PT clinicians were also recruited to volunteer and assist with supervision of DPT students. The clinical directors trained both students and local clinicians during an intensive 2 hour training session. Internal grant funds were secured for needed equipment purchases. Physical therapy students participated in a debriefing session after the event.Results/Outcomes: Forty-six DPT students, 2 DPT program staff, 5 DPT core faculty and 8 local PT clinicians volunteered for the FF event. Student feedback was overwhelmingly positive about the experience. Debriefing sessions with students revealed a strong desire to participate in future SO events. Year 1 students appreciated learning clinical skills such as goniometry and muscle testing “ahead of schedule”, and 2nd/3rd year students felt it was a great opportunity to reinforce previous learning. All students embraced the opportunity to work with a high-risk population who are typically underserved by the PT profession. Exactly 243 SO athletes completed the FF screening event. Thirty-three of these individuals received a follow-up contact to initiate a referral to physical therapy based on the screening results. All 243 participants in the FF program received some type of intervention including instruction in a home exercise program to address deficiencies, and/or simply interpretation of their results and basic health education.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Many individuals with ID received PT intervention, serving to promote access to care and health equity. The program allowed entry-level DPT students experiential learning opportunities with an underserved client population. By giving their time and energy, faculty, staff and local clinicians demonstrated servant leadership and positive role modeling. Physical Therapy academic programs should consider partnerships with SO to provide innovative service learning experiences.References: 1. Nelson K, Peck K, Givens D. Circle of Learning at Camp Spirit: An Innovative Model of Student-Directed Teaching, Learning, and Assessment Focused on Activities for Children With Juvenile Arthritis. Journal of Physical Therapy Education. 2017;31(4):83-88. 2. Tapley H, Patel R. Using the PRECEDE-PROCEED Model and Service-Learning to Teach Health Promotion and Wellness: An Innovative Approach for Physical Therapist Professional Education. Journal of Physical Therapy Education. 2016;30(1):47-59. 3. Village D. Qualities of Effective Service Learning in Physical Therapist Education. Journal of Physical Therapy Education. 2006;20(3): 8-17. 4. Reynolds P. How Service-Learning Experiences Benefit Physical Therapist Students' Professional Development: A Grounded Theory Study. Journal of Physical Therapy Education. 2005;19(1): 41-54. 5. Krahn G, Hammond L, Turner A. A Cascade of Disparities: Health and Health Care Access for People with Intellectual Disabilities. Mental Retardation and Developmental Disabilities research Reviews 2006;12:70-82.