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

Lance S. Neeper, Stacy K. Dymond

Research output: Contribution to journalArticlepeer-review


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 languageEnglish (US)
Pages (from-to)343-357
Number of pages15
JournalTeacher Education and Special Education
Issue number4
StatePublished - Nov 2020


  • community engagement
  • disability
  • service-learning
  • special education
  • teacher education

ASJC Scopus subject areas

  • Education


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