In the current study, special education teachers’ perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students with severe disabilities. Teachers with master’s degrees felt more prepared to work with students with severe disabilities in several key areas, although they felt less prepared to address long-term curriculum development. Perceptions of preparedness to teach students with severe disabilities varied among teachers with different types of teaching licenses, different levels of education, and different experience levels.

The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States, and to determine faculty attitudes and beliefs about the application of SL in special education. Participants included faculty with experience in SL teaching and/or research in special education (N = 48). Data were gathered using a survey. Results show that faculty represented a wide range of institutions and had varying levels of SL experience. There was variability in beliefs about and implementation of SL across faculty. Barriers to incorporating SL in courses and research were minimal. Significant differences in attitudes and beliefs were found based on type of institution, size of institution, and size of community.

Citizenship education that uses service-learning continues to be implemented in a manner that may restrict many students from full, meaningful participation. The authors contend that much of the literature on civic-oriented service-learning unnecessarily positions successful projects at the extremes: (a) political socialization versus civic altruism and (b) monism versus cultural pluralism. Each extreme, while seemingly supportive of advancing important objectives of citizenship, limits the experience of service-learning participants through narrowly conceived visions of civic action. These differing visions significantly affect the participation of students with disabilities, limiting access for some students and weakening the overall potential to foster sustained, age- and ability-appropriate engagement in civic life. After a discussion of how restrictive service-learning opportunities affect those with disabilities, the authors call for more civic-orientated service-learning opportunities that transcend these polarized relationships. Recommendations are provided for supporting less extreme conceptions of service-learning outcomes with the goal of broadening the participation of students with disabilities within civic-oriented service-learning.

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The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.