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Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities, 2008, 43(1), 20–36<br />
© <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> Developmental Disabilities<br />
Inclusive High School Service Learning Programs: Methods<br />
for <strong>and</strong> Barriers to Including Students with Disabilities<br />
Stacy K. Dym<strong>on</strong>d, Adelle Renzaglia, <strong>and</strong> Eul Jung Chun<br />
University of Illinois at Urbana Champaign<br />
Abstract: The purpose of this study was to determine methods for <strong>and</strong> barriers to including students with<br />
disabilities in high school service learning programs (HSSLPs) with n<strong>on</strong>-disabled peers. Focus groups were<br />
c<strong>on</strong>ducted with adult stakeholders at five schools nominated as having exemplary inclusive HSSLPs <strong>and</strong> at<br />
least 3 years experience implementing such programs. Methods for including students with disabilities addressed<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> categories of activity selecti<strong>on</strong> <strong>and</strong> structure, collaborati<strong>on</strong>, expectati<strong>on</strong>s, encouragement, grouping, <strong>and</strong><br />
modificati<strong>on</strong>s. Barriers clustered around <str<strong>on</strong>g>the</str<strong>on</strong>g> areas of teacher attributes <strong>and</strong> experience, organizati<strong>on</strong>al structure,<br />
planning, resources, <strong>and</strong> student characteristics. Implicati<strong>on</strong>s for inclusive educati<strong>on</strong>, universal design for<br />
learning, access to <str<strong>on</strong>g>the</str<strong>on</strong>g> general curriculum, Individualized Educati<strong>on</strong> Programs (IEPs), <strong>and</strong> instructi<strong>on</strong> are<br />
discussed.<br />
Service learning is a form of pedagogy that<br />
enables students to meet <str<strong>on</strong>g>the</str<strong>on</strong>g>ir educati<strong>on</strong>al<br />
goals while providing service to <str<strong>on</strong>g>the</str<strong>on</strong>g> community<br />
(Fertman, 1994). It offers h<strong>and</strong>s-<strong>on</strong>, problem-based<br />
learning that is focused <strong>on</strong> meeting<br />
community needs <strong>and</strong> enhancing school-community<br />
collaborati<strong>on</strong> (Fager, 1996; Perkins &<br />
Miller, 1994). Service learning offers a departure<br />
from traditi<strong>on</strong>al pedagogy by linking academic<br />
c<strong>on</strong>tent, st<strong>and</strong>ards, <strong>and</strong> vocati<strong>on</strong>al<br />
goals addressed in <str<strong>on</strong>g>the</str<strong>on</strong>g> classroom setting with<br />
h<strong>and</strong>s-<strong>on</strong> service activities that meet au<str<strong>on</strong>g>the</str<strong>on</strong>g>ntic<br />
needs in <str<strong>on</strong>g>the</str<strong>on</strong>g> student’s community (Gent &<br />
Gurecka, 1998; Hamilt<strong>on</strong> & Hamilt<strong>on</strong>, 1997).<br />
Almost half of all high schools nati<strong>on</strong>ally are<br />
reported to have service learning programs<br />
(Skinner & Chapman, 1999).<br />
A service learning project typically includes<br />
four comp<strong>on</strong>ents: 1) learning (i.e., preparati<strong>on</strong><br />
for <str<strong>on</strong>g>the</str<strong>on</strong>g> activity), 2) service (i.e., performing<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> actual service), 3) reflecti<strong>on</strong> (i.e., processing<br />
what was learned), <strong>and</strong> 4) celebrati<strong>on</strong><br />
(i.e., of accomplishments) (Fertman, 1994;<br />
Gent & Gurecka, 1998). For example, students<br />
might initially learn about homelessness<br />
Corresp<strong>on</strong>dence c<strong>on</strong>cerning this article should<br />
be addressed to Stacy Dym<strong>on</strong>d, University of Illinois,<br />
Department of Special Educati<strong>on</strong>, 288 Educati<strong>on</strong><br />
Building, MC-708, 1310 S. Sixth Street, Champaign,<br />
IL 61820. Email: sdym<strong>on</strong>d@uiuc.edu<br />
20 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-March 2008<br />
in class <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>n engage in service activities at<br />
a local homeless shelter or soup kitchen. After<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> activities, students reflect <strong>on</strong> what <str<strong>on</strong>g>the</str<strong>on</strong>g>y<br />
have learned. Educati<strong>on</strong>al goals (e.g., math,<br />
social studies, literacy, social skills) are embedded<br />
across classroom <strong>and</strong> community activities.<br />
Some of <str<strong>on</strong>g>the</str<strong>on</strong>g> benefits that have been attributed<br />
to service learning include an<br />
increased appreciati<strong>on</strong> for diversity, heightened<br />
self-esteem <strong>and</strong> motivati<strong>on</strong>, access to relevant<br />
learning c<strong>on</strong>texts, <str<strong>on</strong>g>the</str<strong>on</strong>g> development of<br />
citizenship skills, an underst<strong>and</strong>ing of how to<br />
work collaboratively with o<str<strong>on</strong>g>the</str<strong>on</strong>g>rs, <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> establishment<br />
of c<strong>on</strong>necti<strong>on</strong>s to <str<strong>on</strong>g>the</str<strong>on</strong>g> community<br />
(Allen, 2003; Billig, 2000; Briscoe, Pitofshy,<br />
Willie, & Regelbrugge, 1996; Eisler, Budin, &<br />
Mei, 1994; Fager, 1996; Nels<strong>on</strong> & McFadden,<br />
1995).<br />
Service learning is increasingly being employed<br />
with students with disabilities. As a<br />
form of pedagogy, it supports many of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
widely accepted tenants of effective curriculum<br />
<strong>and</strong> instructi<strong>on</strong> in sec<strong>on</strong>dary special educati<strong>on</strong>.<br />
For example, it addresses academic,<br />
social, vocati<strong>on</strong>al, <strong>and</strong> life skills curriculum<br />
c<strong>on</strong>tent in settings where <str<strong>on</strong>g>the</str<strong>on</strong>g> skills can be<br />
applied (Brill, 1994; Burns, Storey, & Certo,<br />
1999; Everingt<strong>on</strong> & Stevens<strong>on</strong>, 1994; Yoder &<br />
Retish, 1994). Because service learning frequently<br />
occurs in <str<strong>on</strong>g>the</str<strong>on</strong>g> community, students<br />
receive instructi<strong>on</strong> in inclusive settings with