Start Date
6-6-2013 9:30 AM
End Date
6-6-2013 10:40 AM
Description
Presently, many children and adolescents have the opportunity to engage in service-learning, however, students with disabilities rarely have access to these opportunities. This paper focuses on using service-learning with students with disabilities to enhance outcomes at the intersection of special education, transitions, and inclusion. Special Education, as mandated through federal legislation in the U.S., provides customized education for students with diagnosed disabilities. Special Education services must be delivered in the “least restrictive environment”, fostering inclusion of students with disabilities with typically-developing peers. Special Education must target transitions, the process of facilitating post-school adjustment of students, particularly students with disabilities, to adult life. Service-learning, as a philosophy, pedagogical technique, and community development strategy, should be part of a comprehensive transition plan to support students to gain experience and develop skills needed to successfully pursue post-secondary activities. Additionally, service-learning for students with disabilities enhances community outcomes in inclusion (a process, method, or state of being involved) by integrating those excluded (or at risk of being excluded) into the community. Service-learning intentionally links community service with academic, socio-emotional, and/or career curriculum goals and can optimize student development during transitions. This paper reviews best practices for creating transition plans that systematically include service-learning for students with various disabilities. This best-practices portion aims to strengthen the skills and leadership of professionals interested in and engaged in supporting intentional service-learning and professionals who see diversity and inclusion as mechanisms to improve transitions and communities. The next portion reviews a study of Project Impact (Timmons & Zalewska, 2012), which engages high school- and college-aged students with disabilities in AmeriCorps and their communities. Project Impact’s service-learning activities purposefully connect academic, socio-emotional, and career development with service. Learning from service hinges on reflection, enabling participants to link their service activities to their personal development during transition. The paper covers the program design, community partnerships, implementation, student reflections, outcomes, and promising practices. The paper outlines benefits for stakeholders and participants. Evaluation data show positive outcomes in three areas: 1) building character; 2) building career; and 3) building community.
Recommended Citation
Vanderberg, L. E., & Wilczenski, F. L. (2013, June). Service learning for students with disabilities: Enhancing outcomes at the intersection of special education, transitions, and inclusion. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.
Included in
Service learning for students with disabilities : enhancing outcomes at the intersection of special education, transitions, and inclusion
Presently, many children and adolescents have the opportunity to engage in service-learning, however, students with disabilities rarely have access to these opportunities. This paper focuses on using service-learning with students with disabilities to enhance outcomes at the intersection of special education, transitions, and inclusion. Special Education, as mandated through federal legislation in the U.S., provides customized education for students with diagnosed disabilities. Special Education services must be delivered in the “least restrictive environment”, fostering inclusion of students with disabilities with typically-developing peers. Special Education must target transitions, the process of facilitating post-school adjustment of students, particularly students with disabilities, to adult life. Service-learning, as a philosophy, pedagogical technique, and community development strategy, should be part of a comprehensive transition plan to support students to gain experience and develop skills needed to successfully pursue post-secondary activities. Additionally, service-learning for students with disabilities enhances community outcomes in inclusion (a process, method, or state of being involved) by integrating those excluded (or at risk of being excluded) into the community. Service-learning intentionally links community service with academic, socio-emotional, and/or career curriculum goals and can optimize student development during transitions. This paper reviews best practices for creating transition plans that systematically include service-learning for students with various disabilities. This best-practices portion aims to strengthen the skills and leadership of professionals interested in and engaged in supporting intentional service-learning and professionals who see diversity and inclusion as mechanisms to improve transitions and communities. The next portion reviews a study of Project Impact (Timmons & Zalewska, 2012), which engages high school- and college-aged students with disabilities in AmeriCorps and their communities. Project Impact’s service-learning activities purposefully connect academic, socio-emotional, and career development with service. Learning from service hinges on reflection, enabling participants to link their service activities to their personal development during transition. The paper covers the program design, community partnerships, implementation, student reflections, outcomes, and promising practices. The paper outlines benefits for stakeholders and participants. Evaluation data show positive outcomes in three areas: 1) building character; 2) building career; and 3) building community.