Sage Journals: Discover world-class research

Abstract

Service-learning projects can be an effective tool to actively engage students with learning disabilities while also providing needed community service. The incorporation of academic skills, personal development, and emphasis of volunteerism are fundamental attributes of service-learning projects. This article details a five-phase construction plan designed to guide students through the process of planning service-learning projects. Students are responsible for all steps of the process with the teacher assuming the role of facilitator and guide. Active participation in the planning process results in student ownership of the project. Appropriately planned and implemented service-learning projects help students with disabilities include themselves in their community and allow all students the opportunity to use academic skills and assume personal responsibility.

Get full access to this article

View all access options for this article.

References

Alliance for Service-Learning in Education Reform. (1993). Standards of quality for school-based service-learning . Author.

Alt, M.N. , & Medrich, E.A. (1994). Student outcomes from participation in community service (Report prepared for the U.S. Department of Education, Office of Research) . Berkeley, CA: MPR Associates .

Boston, B.O. (1997). Service-learning: What it offers to students, schools and communities. Washington, DC: Council of Chief State School Officers, The Close-up Foundation, Earth Force, and The National Society for Experiential Education.

Constitutional Rights Foundation. (1994). Service-learning in the social studies. Chicago : Author.

De Vitis, J.L. , Johns, R.W. , & Simpson, D.J. (Eds.). (1998). To serve and learn: The spirit of community in liberal education. New York : Peter Lang.

Lerner, J. (1999). Learning disabilities: Theories, diagnosis, and teaching strategies. 8th ed. Boston: Houghton Mifflin.

Lewis, B.A. (1991). The kid's guide to social action: How to solve the social problems you choose—and turn creative thinking into positive action. Minneapolis, MN: Free Spirit .

Meichenbaum, D. , & Biemiller, A. (1998). Nurturing independent learners: Helping students take charge of their learning. Cambridge, MA: Brookline Books.

Scales, P.C. (1999). Does service-learning make a difference? Search Institute Source, 15, 1-3.

10.

Shaffer, B. (1993). Service-learning: An academic methodology. Unpublished manuscript. Stanford University, Palo Alto, CA.

11.

Totten, S. , & Pedersen, J. E. (Eds.). (1997). Social issues and service at the middle level. Boston: Allyn & Bacon.

12.

Varlotta, L.E. (1997). Service learning as community: A critique of current conceptualizations and a charge to chart a new direction. Unpublished doctoral dissertation, Miami University, Miami, FL.

13.

Waterman, A.S. (1997). An overview of service-learning and the role of research and evaluation in service-learning programs. In A. S. Waterman (Ed.), Service-learning: Applications from the research. Mahwah, NJ: Erlbaum.

14.

Wehmeyer, M.L. (1998). Student involvement in education planning, decision making, and instruction: An idea whose time has arrived. In M. L. Wehmeyer & D. J. Sands (Eds.), Making it happen: Student involvement in education planning, decision making, and instruction. Baltimore: Brookes.

15.

Yoder, D.I. , Retish, E. , & Wade, R. (1996). Service learning: Meeting student and community needs. Teaching Exceptional Children, 28, 14-18.

Student Ownership of Service-Learning Projects

Abstract

Get full access to this article

References