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Education and Training in Developmental Disabilities, 2008, 43(1), 20–36 © <strong>Division</strong> on Developmental Disabilities Inclusive High School Service Learning Programs: Methods for and Barriers to Including Students with Disabilities Stacy K. Dymond, Adelle Renzaglia, and Eul Jung Chun University of Illinois at Urbana Champaign Abstract: The purpose of this study was to determine methods for and barriers to including students with disabilities in high school service learning programs (HSSLPs) with non-disabled peers. Focus groups were conducted with adult stakeholders at five schools nominated as having exemplary inclusive HSSLPs and at least 3 years experience implementing such programs. Methods for including students with disabilities addressed <strong>the</strong> categories of activity selection and structure, collaboration, expectations, encouragement, grouping, and modifications. Barriers clustered around <strong>the</strong> areas of teacher attributes and experience, organizational structure, planning, resources, and student characteristics. Implications for inclusive education, universal design for learning, access to <strong>the</strong> general curriculum, Individualized Education Programs (IEPs), and instruction are discussed. Service learning is a form of pedagogy that enables students to meet <strong>the</strong>ir educational goals while providing service to <strong>the</strong> community (Fertman, 1994). It offers hands-on, problem-based learning that is focused on meeting community needs and enhancing school-community collaboration (Fager, 1996; Perkins & Miller, 1994). Service learning offers a departure from traditional pedagogy by linking academic content, standards, and vocational goals addressed in <strong>the</strong> classroom setting with hands-on service activities that meet au<strong>the</strong>ntic needs in <strong>the</strong> student’s community (Gent & Gurecka, 1998; Hamilton & Hamilton, 1997). Almost half of all high schools nationally are reported to have service learning programs (Skinner & Chapman, 1999). A service learning project typically includes four components: 1) learning (i.e., preparation for <strong>the</strong> activity), 2) service (i.e., performing <strong>the</strong> actual service), 3) reflection (i.e., processing what was learned), and 4) celebration (i.e., of accomplishments) (Fertman, 1994; Gent & Gurecka, 1998). For example, students might initially learn about homelessness Correspondence concerning this article should be addressed to Stacy Dymond, University of Illinois, Department of Special Education, 288 Education Building, MC-708, 1310 S. Sixth Street, Champaign, IL 61820. Email: sdymond@uiuc.edu 20 / Education and Training in Developmental Disabilities-March 2008 in class and <strong>the</strong>n engage in service activities at a local homeless shelter or soup kitchen. After <strong>the</strong> activities, students reflect on what <strong>the</strong>y have learned. Educational goals (e.g., math, social studies, literacy, social skills) are embedded across classroom and community activities. Some of <strong>the</strong> benefits that have been attributed to service learning include an increased appreciation for diversity, heightened self-esteem and motivation, access to relevant learning contexts, <strong>the</strong> development of citizenship skills, an understanding of how to work collaboratively with o<strong>the</strong>rs, and <strong>the</strong> establishment of connections to <strong>the</strong> community (Allen, 2003; Billig, 2000; Briscoe, Pitofshy, Willie, & Regelbrugge, 1996; Eisler, Budin, & Mei, 1994; Fager, 1996; Nelson & McFadden, 1995). Service learning is increasingly being employed with students with disabilities. As a form of pedagogy, it supports many of <strong>the</strong> widely accepted tenants of effective curriculum and instruction in secondary special education. For example, it addresses academic, social, vocational, and life skills curriculum content in settings where <strong>the</strong> skills can be applied (Brill, 1994; Burns, Storey, & Certo, 1999; Everington & Stevenson, 1994; Yoder & Retish, 1994). Because service learning frequently occurs in <strong>the</strong> community, students receive instruction in inclusive settings with
people who do not have disabilities (Burns et al.). This in turn increases <strong>the</strong>ir visibility as contributing members of society (Everington & Stevenson; Kleinert et al., 2004) and expands <strong>the</strong> notion of “community-based instruction” to include volunteer work (Burns et al; Dymond, 2004). It also provides a vehicle for connecting students to socially significant projects where <strong>the</strong>y can make a difference in <strong>the</strong>ir school and community (Gent & Gurecka, 1998; Muscott, 2001). All of <strong>the</strong>se practices have <strong>the</strong> potential to assist students to generalize skills from school to real-life applications, build competence across skill areas (e.g., social, academic, behavioral, life skills), develop career awareness, and prepare for <strong>the</strong> transition to adulthood (Brill; Burns et al.; Dymond; Everington & Stevenson; Kleinert et al.; Carty & Hazelcorn, 2001; Muscott; Yoder & Retish). Descriptions of service learning programs that include high school students with disabilities have profiled segregated and inclusive programs. In segregated programs, service projects are completed solely by students with disabilities. Typically <strong>the</strong>se projects involve students from one particular disability group (e.g., emotional and behavioral disorders, severe disabilities, learning disabilities) and <strong>the</strong> service project is completed by an entire special education class. Examples of segregated service learning programs are widely available in <strong>the</strong> literature (see Abernathy & Obenchain, 2001; Everington & Stevenson, 1994; Frey, 2003; Jackson, 1996; Krajewski & Callahan, 1998; Carty & Hazelkorn, 2001; Muscott, 2001). In inclusive service learning programs, students with disabilities work alongside <strong>the</strong>ir peers without disabilities to complete service projects. They may participate in service learning as part of an inclusive class in which <strong>the</strong>y are enrolled (see Gent & Gurecka, 1998; Yoder & Retish, 1994) or as part of an extracurricular school club (see Kleinert et al., 2004). While <strong>the</strong> instructional goals and type of participation may vary among students, inclusive programs focus on group effort and include all students in planning, implementing, and evaluating <strong>the</strong> project (Brill, 1994; Gent & Gurecka; Kleinert et al.). Conceptualizing service learning within an inclusive paradigm appears to be an emerging trend within <strong>the</strong> field of secondary special education. This is not surprising given <strong>the</strong> continued movement within <strong>the</strong> field toward inclusive education and <strong>the</strong> increasing emphasis placed on access to <strong>the</strong> general curriculum (Dymond & Orelove, 2001; IDEIA, 2004). Gent and Gurecka (1998) provide a particularly compelling justification for inclusive service learning. They argue that such programs meet <strong>the</strong> needs of all students because <strong>the</strong>y easily blend academic and functional skills, and promote critical thinking. As a result, it is possible for students with very diverse abilities to actively participate in meaningful ways. For students with disabilities who need community-based instruction, service learning allows <strong>the</strong>m to receive such instruction with <strong>the</strong>ir same-age peers within a meaningful context. Fur<strong>the</strong>rmore, performing service activities alongside peers without disabilities in <strong>the</strong> community enables students with disabilities to be seen as competent, equally contributing members of society. Methods for including students with disabilities in inclusive high school service learning programs (HSSLPs) are not clearly defined or understood. In our review of <strong>the</strong> ERIC, PsychInfo, and National Service Learning Clearinghouse databases from 1990-2005, we found eight peer reviewed articles that addressed inclusive HSSLPs, only two of which reported empirical data. Although none of <strong>the</strong>se articles specifically investigated methods for including students with disabilities, <strong>the</strong>y do provide some direction for practitioners regarding promising practices. Methods for including students in inclusive HSSLPs consist of matching students’ skills with service activities that <strong>the</strong>y are capable of successfully completing (Yoder & Retish, 1994), pairing students with and without disabilities to carry out projects (Gent & Gurecka, 1998; Kleinert et al., 2004; Yoder & Retish), actively engaging students with disabilities in planning service projects (Kleinert et al.), modifying materials (Gent & Gurecka), and having students with disabilities teach students without disabilities how to perform tasks (Brill, 1994). In inclusive HSSLPs, <strong>the</strong> Individualized Education Program (IEP) goals and objectives for students with disabilities should be linked to <strong>the</strong> service learning experiences (Brill; Gent & Gurecka; Kleinert et al.). This enables students to pur- Inclusive High School Service Learning Programs / 21
Page 1 and 2: Education and Training in Developme
Page 7 and 8: Guardianship: Its Role in t
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Page 51 and 52: Affirmative sentences emphasize a v
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TABLE 3—(Continued) Study Communi
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TABLE 3—(Continued) Study Communi
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nosed as having ASD. Therefore, PEC
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Preschool Teacher Perceptions of As
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TABLE 1 Teacher Demographics 1 Teac
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TABLE 3 Assistive Technology Self-A
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Integration or supplemental perspec
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that would be difficult to develop
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Riemer-Reiss, M. L., & Wacker, R. R
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TABLE 1 Characteristics of Campers
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appropriate answers were provided.
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Figure 2. Effects of STAR intervent
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garding how to effectively interact
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Shafer K. (1992). Peer-mediating in
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proach, features are built into <st
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independent transitions were totale
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Figure 1. Number of independent tas
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type of skills (e.g., domestic, lei
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Peer-Implemented Time Delay Procedu
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show that peer tutors can reliably
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General Procedures The dependent va
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Skill training. The teacher and one
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Figure 2. Percent of correct respon
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States’ Eligibility Guidelines fo
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Method Procedure The first author d
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TABLE 1—(Continued) IQ part score
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eligibility to exhibit an IQ two or
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