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Service-learning for understanding human exceptionality.

Article Excerpt
Abstract

This investigation examined the service-learning component of an undergraduate human exceptionality course. One section of the course utilized an unlimited choice (UC) approach in which students were instructed to design and implement a service-learning project on their own following general guidelines provided by the instructors. The second course section utilized a limited choice (LC) approach in which students chose between three service options prearranged by the instructors. The findings suggest that the service experience contributed to students' understanding of the course content and their roles as citizens, and had some influence on the affective, behavioral, and cognitive dimensions of learning. Overall, students in the UC section perceived a greater benefit from the service experience than students from the LC section.

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Background

Service-learning has been defined as a pedagogical technique for combining authentic community service with integrated academic outcomes (Erickson & Anderson, 1997). Well-structured service-learning experiences have the potential to help students develop a greater understanding of the social conditions faced by others. Boss (1994) found that not only does community service improve sensitivity to moral issues, but it also helps students overcome negative stereotypes that act as barriers to interacting with others. This is especially critical today as attempts are made to create a more inclusive society. Hardman, Drew, and Egan (1999) maintained that the inclusion of people with disabilities into community settings, such as schools, places of employment, and neighborhoods, is based on a philosophy that recognizes and accepts the range of human differences.

Eyler, Giles, and Braxton (1999) challenged researchers to identify more clearly the types of service-learning experience that make the greatest difference to students. The purpose of this article is to present the findings of an investigation that compared the service-learning experiences of students who participated in two concurrent sections of an undergraduate course on human exceptionality. Research questions addressed in this investigation were (a) was there a difference in participants' perceptions of the benefits of the service-learning experience between the two approaches? and (b) were any pedagogical advantages or disadvantages identified for either approach in the domains of course content and citizenship, or in the affective, behavioral, and cognitive dimensions of learning?

Method

Multiple sources of qualitative and quantitative data were collected and analyzed. Data sources included: (a) Service-Learning Course Evaluation; (b) reflective journals; (c) focus group transcripts; and (d) telephone interview transcripts. A copy of the Service-Learning Course Evaluation instrument is provided in the appendix. See issue's website

Students in each section were required to perform a minimum of 20 hours of service during the semester. Students in the unlimited choice (UC) section (N = 14) were assigned to identify and contact an agency or individual with whom to explore possible service-learning activities. Service activities were to be performed in a minimum of three different environments, including school, home, work, or community settings. Students in the limited choice (LC) section (N = 16) were provided with three prearranged service-learning options: Valley School, a self-contained public school facility for students with...