Abstract
A statewide survey of coordinators of inclusive high school service-learning programs was conducted to validate elements, methods, and barriers to including students with and without disabilities in service-learning. Surveys were mailed to 655 service-learning coordinators; 190 (29%) returned a completed survey. Findings support the validity of the elements and methods. Respondents consistently rated the elements and methods higher in importance than actual use. Few barriers were identified although some individual respondents reported extreme barriers. Lack of money and time to co-plan were the greatest barriers shared across respondents. School size, presence of a service-learning graduation requirement, and inclusion of students with intellectual disability did not account for significant differences among service-learning coordinators.
| Original language | English |
|---|---|
| Pages (from-to) | 293-304 |
| Number of pages | 12 |
| Journal | Remedial and Special Education |
| Volume | 34 |
| Issue number | 5 |
| DOIs | |
| State | Published - Sep 2013 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a Research Board Grant from the University of Illinois at Urbana–Champaign.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- disabilities
- inclusion
- secondary education
- service-learning
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