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Service-Learning With Students With Exceptionalities: A Commitment to Inclusion in General Education Teacher Preparation

Service-Learning With Students With Exceptionalities: A Commitment to Inclusion in General Education Teacher Preparation

Heather Haynes Smith
Copyright: © 2018 |Pages: 21
ISBN13: 9781522540410|ISBN10: 1522540415|EISBN13: 9781522540427
DOI: 10.4018/978-1-5225-4041-0.ch010
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MLA

Smith, Heather Haynes. "Service-Learning With Students With Exceptionalities: A Commitment to Inclusion in General Education Teacher Preparation." Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, IGI Global, 2018, pp. 182-202. https://doi.org/10.4018/978-1-5225-4041-0.ch010

APA

Smith, H. H. (2018). Service-Learning With Students With Exceptionalities: A Commitment to Inclusion in General Education Teacher Preparation. In T. Meidl & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 182-202). IGI Global. https://doi.org/10.4018/978-1-5225-4041-0.ch010

Chicago

Smith, Heather Haynes. "Service-Learning With Students With Exceptionalities: A Commitment to Inclusion in General Education Teacher Preparation." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, edited by Tynisha D. Meidl and Margaret-Mary Sulentic Dowell, 182-202. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4041-0.ch010

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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.

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