The purpose of this study was to determine whether key elements of high school service learning programs (HSSLPs) cited in the literature were viewed as important by stakeholders in HSSLPs that included students with and without disabilities. Focus groups were conducted with five inclusive HSSLPs selected through purposeful sampling procedures. Participants confirmed the importance of the elements cited in the literature, broadened their descriptions, and advocated increased flexibility and informality in addressing those elements in inclusive programs. Implications for practice suggest the need to link service learning to the academic and life skills curriculum, eliminate barriers to including students with disabilities, increase the inclusion of students with severe disabilities, embrace an inclusive philosophy, and engage in continuous program evaluation.
Get full access to this article
View all access options for this article.
References
1.
Abernathy, T.V., & Obenchain, K.M. (2001). Student ownership of service-learning projects: Including ourselves in our community. Intervention in School and Clinic, 37, 86—95.
2.
Billig, S.H. (2000). Research on K—12 school-based service-learning: The evidence builds. Phi Delta Kappan,81, 658—664.
3.
Brandell, M.E., & Hinck, S. (1997). Service learning: Connecting citizenship with the classroom. NASSP Bulletin, 81(591), 49—56.
4.
Brill, C.L. (1994). The effects of participation in service-learning on adolescents with disabilities. Journal of Adolescence, 17, 369—380.
5.
Burns, M., Storey, K., & Certo, N.J. (1999). Effect of service learning on attitudes towards students with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34, 58—65.
6.
Choi, W.C. (1998). How students transform a “stuffy building with a bunch of rules.” Art Education, 51, 46—51.
7.
Clark, T., Croddy, M., Hayes, W., & Phillips, S. (1997). Service learning as civil participation. Theory into Practice, 36, 164-169.
8.
Dymond, S.K., Renzaglia, A., & Chun, E.J. (in press). Inclusive high school service learning programs: Methods for and barriers to including students with disabilities. Education and Training in Developmental Disabilities.
9.
Everington, C., & Stevenson, T. (1994). A giving experience: Using community service to promote community living skills and integration for individuals with severe disabilities. Teaching Exceptional Children, 26, 56— 59.
10.
Follman, J., & Muldoon, K. (1997). Florida learn & serve 1995—96: What were the outcomes?NASSP Bulletin, 81(591), 29—36.
11.
Frey, L.M. (1999). Service learning as a strength-based intervention . Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 8, 98—101.
12.
Frey, L. (2001). Integrating classroom academics with community-based learning: It's a win-win for all! BeyondBehavior, 10(3), 22—29.
13.
Frey, L.M. (2003). Abundant beautification: An effective service-learning project for students with emotional or behavioral disorders. Teaching Exceptional Children, 35, 65—75.
14.
Gent, P.J., & Gurecka, L.E. (1998). Service learning: A creative strategy for inclusive classrooms. The Journal of the Association for Persons with Severe Handicaps, 23, 261—271.
15.
Gent, P.J., & Gurecka, L.E. (2001). Service-learning: A disservice to people with disabilities?Michigan Journal of Community Service-Learning , 8(1), 36—43.
16.
Hughes, C., Copeland, S.R., Guth, C., Rung, L.L., Hwang, B., Kleeb, G., et al. (2001). General education students' perspectives on their involvement in a high school peer buddy program. Education and Training in Mental Retardation and Developmental Disabilities , 36, 343—356.
17.
Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17, 20 U.S.C. § 1400 et seq.
18.
Individuals with Disabilities Education Improvement Act of 2004, P.L. 108-446, 20 U.S.C. § 1400 et seq. (reauthorization of Individuals with Disabilities Education Act of 1990)
19.
Ioele, M.D., & Dolan, A.L. (1992). Teaching courage: Service learning at Pathway school. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 3, 20—23.
20.
Jackson, R.O. (1996). A foxfire gardening service project for the elderly . Teaching Exceptional Children, 28, 64—69.
21.
Kim, S., Parks, B.S., & Beckerman, M. (1996). Effects of participatory learning programs in middle and high school civic education. Social Studies, 87, 171—176.
22.
Krajewski, J., & Callahan, J. (1998). Service-learning: A strategy for vocational training of young adults with special needs. The Journal for Vocational Special NeedsEducation, 21(1), 34—38.
23.
Krueger, R.A., & Casey, M.A. (2000). Focus groups: A practical guide for applied research (3rd ed.). Thousand Oaks, CA : Sage.
24.
McCarty, B., & Hazelkorn, M. (2001). Reflection: The key to social— emotional change using service-learning. BeyondBehavior, 10(3), 30— 35.
25.
Muscott, H.S. (2000). A review and analysis of service-learning programs involving students with emotional/behavioral disorders. Education and Treatment of Children, 23, 346—368.
26.
Muscott, H.S. (2001). Service-learning and character education as “antidotes” for children with egos that cannot perform. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, 10, 91—99.
27.
National Service Learning Clearinghouse. (n.d.). Service learning is. . . . Retrieved June 30, 2005, from http://www.servicelearning.org/welcome_to_service-learning/service-learning_is/index.php
28.
Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
29.
Robison, M.L., & Cash, P.K. (1996). Students discover the value of bartering. Perspectives in Education and Deafness, 14(4), 16—18.
30.
Skinner, R., & Chapman, C. (1999, September). Service-learning and community service in K-12 public schools. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
31.
Yoder, D.I., Retish, E., & Wade, R. (1996). Service learning meeting student and community needs. Teaching Exceptional Children, 28, 14—19.
