Service-Learning With Students With Exceptionalities

Abstract

Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participation in authentic service-learning experiences during teacher preparation can support deeper understanding of the theories and practices to support inclusion. This chapter begins with a brief history of inclusion and research on the efficacy of service-learning in teacher preparation. The chapter continues by focusing on the intersection of inclusion and service-learning, describing the advantages integrating an inclusion-focused service-learning opportunity in a required course on students with exceptionalities. This chapter provides an example of one university's experience and concludes with practical recommendations and discussion of planning, implementing, and assessing course-embedded service-learning and directions for future research.