Building the Field: The Case for Community Service Learning

Abstract

In this study, the authors examine the impact of a community service learning course on undergraduate students’ decisions to pursue careers as special education teachers or related service providers. Participants ( N = 134) completed a course involving volunteer service with persons with disabilities in the local community and were surveyed as to whether they were interested in pursuing a career in special education upon graduation. Findings indicated that contact with a person with a disability through community service learning was a factor in influencing participants’ willingness to enter the field of special education.

Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty

“…Their experiences suggest that well planned and carefully constructed SL projects may serve as a powerful recruitment tool for attracting more students to the field of special education. This finding is supported by Lawson and Firestone (2018) who found contact with a person with a disability during a SL project positively influenced undergraduate students’ interest in entering the field of special education. Given documented teacher shortages in special education (Boe & Cook, 2006; U.S.…”

“…This is not surprising given course goals often focused on skill acquisition, changes in perceptions, and advocacy while working alongside persons with disabilities. Most examples of special education SL courses in the literature likewise describe direct SL projects (see Hampshire et al, 2015; Lawson & Firestone, 2018; Santos et al, 2012), suggesting that these types of projects may lend themselves well to special education courses.…”

“…These partners included K–12 schools, adults with disabilities, community agencies, and families. Although a survey conducted by Anderson and Erickson (2003) of over 500 teacher education programs revealed the majority of SL projects implemented in teacher education programs are school-based (i.e., occur within K–12 settings or include K–12 students), much of the research in special education supports selection of a broader array of community partners (see Gaffney et al, 2011; Hampshire et al, 2015; Lawson & Firestone, 2018; Novak et al, 2009; Santos et al, 2012). The nature of special education, which places value on families, student participation, advocacy, inclusion, and preparation for adulthood, may explain the use of non-school-based SL projects within special education SL courses.…”

“…A review of the special education literature shows that special education faculty have used SL in a variety of courses, including introductory courses (Griffith, 2005; Lawson & Firestone, 2018; Lodato-Wilson, 2005; Mayhew & Welch, 2001; Muwana & Gaffney, 2011; Santos et al, 2012), methods courses (Al Otaiba, 2005; Griffith, 2005; Jenkins & Sheehey, 2009), and special topics courses (Novak et al, 2009) at both the undergraduate (Hildenbrand & Schultz, 2015; Santos et al, 2012) and graduate level (Kennedy, 2005; Regan, 2006). Students enrolled in these courses have included special education majors (Al Otaiba, 2005; Hampshire et al, 2015), nonmajors (Novak et al, 2009; Smith, 2003), and both majors and nonmajors (Alvarez-McHatton et al, 2006).…”

“…Students enrolled in these courses have included special education majors (Al Otaiba, 2005; Hampshire et al, 2015), nonmajors (Novak et al, 2009; Smith, 2003), and both majors and nonmajors (Alvarez-McHatton et al, 2006). In some courses, SL is a course requirement (Hildenbrand & Schultz, 2015; Lawson & Firestone, 2018) while in others participation is voluntary (Griffith, 2005; Hampshire et al, 2015).…”