Effect of Service Learning on Attitudes towards Students with Severe Disabilities

Abstract

This study utilized quantitative methodology to explore regular education students' attitudinal change towards students with severe disabilities through the inclusion of special education students in service learning projects. Regular education students were given an attitudinal questionnaire that measured perceptions towards students with severe disabilities before engaging in an inclusive service learning project and then again, after its conclusion. The first intervention class contained 12 volunteers that implemented their semester-long project, involving creation of a community garden on campus, with eight students with severe disabilities from a self-contained special education transition class on campus. Thus, the students with severe disabilities were contributors to the service with their same-age high school peers. By contrast, the second intervention class consisted of 12 Outdoor Education students whose service learning consisted of assisting eight students with severe disabilities. from the self-contained class on campus at a Special Olympics event. As such these students with disabilities were the receivers of service. A control group of students enrolled in a social studies class, who did not participate in any service learning projects, also participated.