The+involvement+of+special+education+faculty+in+service-learning+teaching

**The involvement of special education faculty in service-learning teaching** Lance S. Neeper, Assistant Professor, University of Maine at Farmington [Lance.Neeper@maine.edu] Stacy K. Dymond, Associate Professor, University of Illinois at Urbana-Champaign [sdymond@illinois.edu] **Keywords:** Teacher education, special education, pedagogy, faculty recommendations, course development **Track:** Faculty roles and professional development **Format:** Research paper  **Date & time:** Friday 2:00-3:10 **Location:** Wilson **Summary:** Service-learning in teacher education has been explored in the literature; however, there is limited information on specific disciplines such as special education. Although many K-12 service-learning projects have focused on individuals with disabilities, little is known about how service-learning is implemented in special education courses to teach about disability in postsecondary education. Currently there are no studies that have investigated special education faculty involvement in service-learning across multiple institutions of higher education. This presentation will review the results of a multi-institution, qualitative investigation regarding the involvement of special education faculty in service-learning teaching and course development. The purpose of this investigation was to establish a foundational understanding of how service-learning is used by special education faculty with service-learning teaching experience, understand factors that motivate and deter faculty from implementing service-learning, and to provide recommendations for faculty members who are interested in developing or enhancing their own service-learning courses. This study provides an in-depth look at the use of service-learning within the field of special education. Although in the early stages of data analysis, a preliminary review of the study’s data suggests that service-learning implementation changes with experience, service-learning is used to meet a variety of curricular needs, challenges to implementation can be navigated, and service-learning requires flexibility and a comfort level with changing faculty-student roles. Furthermore, the recommendations, challenges, and uses of service-learning pedagogy outlined in this study may serve as a guide for faculty members outside the field of special education. Discussion of the study will also focus on the "next-steps" for research within teacher education and special education. **References:** Abes, E. S, Jackson, G., & Jones, S. R. (2002). Factors that motivate and deter faculty use of service- learning. //Michigan Journal of Community Service Learning, 9//(1), 5-17. Al Otaiba, S. (2005). How effective is code-based reading tutoring in English for English learners and preservice teacher-tutors? //Remedial & Special Education, 26//(4), 245-254. Driscoll, A. (2000). Studying faculty and service-learning: Directions for inquiry and development. //Michigan Journal of Community Service Learning//: //Strategic Directions for Service-Learning// //Research// [Special Issue], 35-41. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Driscoll, A. (2009). Carnegie's new community engagement classification: Affirming higher education's role in community. //New Directions for Higher Education, 147//, 5-12. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Hammond, C. (1994). Integrating service and academic study: Faculty motivation and satisfaction in Michigan higher education. //Michigan Journal of Community Service Learning, 1//(1), 21-28. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Muscott, H. S. (2001). Using service-learning to enhance the preparation of pre-service special education teachers at Rivier College. In J. A. Anderson, K. J. Swick, & J. Yff (Eds.), //Service-////learning in teacher education: Enhancing the growth of new teachers, their students, and// //communities// (pp. 188-198). Washington, D.C.: American Association of Colleges of Teacher Education. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Mayhew, J., & Welch, M. (2001). A call to service: Service learning as a pedagogy in special education programs. //Teacher Education and Special Education, 24//(3), 208-219. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Please click here to access a PDF of this page:** [|Neeper_The involvement of special education faculty in service-learning teaching.pdf]


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