Implementing Service Learning in Special Education Coursework: What We Learned

Abstract

Implementing Service Learning in Special Education Coursework: What We Learned Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.--John Dewey Service learning is a method whereby students learn through active participation in organized service that meets the needs of a community, helps foster civic responsibility, is integrated into the academic curriculum of the students, and provides structured time for the students to reflect upon the service experience (The National and Community Service Act of 1990). In educational settings, service learning is considered both a philosophy and an instructional method. As a philosophy, service learning reflects the sense of social responsibility and commitment to public service. As an instructional method, service learning allows students to learn by providing real-life service to meet community needs. The goals of service learning in school-based settings are to provide opportunities for learners to serve others in real-life settings, and for learning to take place as a result and upon reflection of the experience (Anderson, Swick, & Yff, 2001; Conrad & Hedin, 1991). Service learning, learning through service, is supported by John Dewey's theory of experiential education. Dewey proposed that learning is achieved through the interaction of knowledge and skills with experience. Dewey emphasized the application of human intelligence, through inquiry, to the solution of real problems. (Anderson, Swick, & Yff, 2001; Ehrlich, 1996; Karayan & Gathercoal, 2003; Mayhew & Welch, 2001). Service learning experiences in educational programs in colleges and universities are most beneficial to those seeking careers in education. Service learning is an effective instructional strategy in preservice teacher education programs for engaging students more actively in the learning process (Sileo, Prater, Luckner, Rhine, & Rude, 1998). Studies in higher education have found that service learning activities benefit students in gaining content knowledge and new skills in teaching, and increase their self-confidence and sense of caring (Swick, 1999; Swick & Rowls, 2000). Preservice teachers completing service learning activities report a commitment to using service learning in their own teaching (Swick, 1999; Swick & Rowls, 2000; Wade, et al. 1999) which should empower future teachers to assist children in experiencing educational and life success and developing habits of altruism (Dudderar & Tover, 2003, p.31). By engaging in service learning activities preservice teachers are provided an opportunity to develop dispositions important for effective educators, such as, caring attitudes, sensitivity to student differences, development of democratic values, and a commitment to teaching (Professional Issues Brief, 2002). However, when implementing service learning, teacher education faculty may face such challenges as, an already over-crowded curriculum, lack of planning time, and the misalignment of the teacher education mission and goals with service learning (Anderson, Swick, & Yff, 2001). Service learning fits well within a teacher training program in the field of special education (Mayhew, 2000). Professionals in special education engage in education of the public regarding disabilities and advocate for the civil rights of those with special needs. The benefits of service learning activities such as increasing sensitivity and promoting social responsibility are critical to perspective special educators and it is the responsibility of those in higher education to support such pedagogy (Council of Chief State School Officers, 1994; Mayhew, 2000; Swick, 1999). Literature provides some guidance to instructors of special education courses for developing course syllabi, implementing, and evaluating service learning projects (Mayhew & Welch, 2001; Rowls & Swick, 2000). …