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

Lance S. Neeper; Stacy K. Dymond

doi:10.1177/0888406420912373

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

Lance S. Neeper, Stacy K. Dymond

Special Education

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English (US)
Pages (from-to)	343-357
Number of pages	15
Journal	Teacher Education and Special Education
Volume	43
Issue number	4
DOIs	https://doi.org/10.1177/0888406420912373
State	Published - Nov 2020

Keywords

community engagement
disability
service-learning
special education
teacher education

ASJC Scopus subject areas

Education

Online availability

10.1177/0888406420912373

Library availability

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title = "Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty",

abstract = "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.",

keywords = "community engagement, disability, service-learning, special education, teacher education",

author = "Neeper, {Lance S.} and Dymond, {Stacy K.}",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The contents of this article were developed under a grant from the U.S. Department of Education, #H325D090087. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Louise J. Tripoli. Publisher Copyright: {\textcopyright} 2020 Teacher Education Division of the Council for Exceptional Children.",

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doi = "10.1177/0888406420912373",

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N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The contents of this article were developed under a grant from the U.S. Department of Education, #H325D090087. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Louise J. Tripoli. Publisher Copyright: © 2020 Teacher Education Division of the Council for Exceptional Children.

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

Abstract

Keywords

ASJC Scopus subject areas

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