Inclusive Service Learning

Barbara Wheeler, Ph.D. and Emily Palmer, B.S.

Peer Partnership Project, USC UAP

Agatha Metichecchia, M.A.

LRE Coordinator, LAUSD Div. of Spec. Ed.

What is Service Learning?

 Service learning is a method to help students meet

content standards

 Service learning

teaches civic responsibility

and

social consciousness

 Service learning

combines service objectives with learning objectives

 Service learning is

built on teamwork National Service Learning Clearinghouse

History of Service Learning  “Reflective thought is an active response to the challenge of the environment” (Smith, 83).

 Individuals learn best when they participate “in the formation of the purpose activities” (Nicholls, 95).

that governs their  All individuals can contribute to knowledge.  The fundamental purpose improve human welfare . of knowledge is to

Francis Bacon, Benjamin Franklin, John Dewey

History of Service Learning  Intelligence develops as a result of

reflective action and experience

 Children should be able to 

shape their own learning



help form their curriculum



reflect on the value of what is being learned Francis Bacon, Benjamin Franklin, John Dewey

Education should  Encourage

active participation in the community

 Develop

real-world problem solving

skills  Teach children to become

responsible citizens John Dewey, 1900s

Service Learning Today  John Dewey’s ideas are reflected in

servicing learning

in America’s classrooms  Where

academic standards and active citizenship intersect

 Service learning is a method that can be used by an educator to teach

any subject

Federal and State Support

Corporation for National and Community Service

Americorps Learn and Serve America Cal Serve Senior Corps

Service Learning is  A form of directed,

experiential

learning that involves students in

defining their own curriculum

, and using creative

problem solving

skills to

address chosen community issues

A community may be  a school  the neighborhood surrounding a school  a river, mountain range, the ocean  a shopping mall  a city or county  a prison, transportation system, a park

Who benefits from service learning?

 The Community benefits  from a

thoughtful, well-executed plan

 Students learn 

about themselves

 how to work in

teams

 how to

apply knowledge

school learned in  they can make a difference; they can begin

to solve real-life problems

 Everybody benefits!

Basic Steps of Service Learning  Identify a problem of importance  Identify possible reasons/causes problem of the  Develop and implement a plan of action to resolve the problem  Evaluate and monitor the plan the progress of  Revise plan based on discoveries and findings

Basic Steps of Service Learning  Identify goals and constraints; Consider risks  Generate alternatives, evaluate and choose the best alternative  Organize ideas  Communicate them orally to your team and to other audiences

Skills Needed and Learned  Finding out what is important to you: Self-determination  Finding, understanding, and interpreting written information in documents: Investigation skills  Finding and interpreting information from “experts” and “stakeholders”: Investigation skills

Key Elements of Service Learning  Student Voice: Communication Skills  Coming up with solutions to problems through research and reflection: Problem Solving Skills  Finding and interviewing informants: Building Ties to the community  Asserting themselves in familiar and unfamiliar situations: Self-Advocacy

Key Elements of Service Learning  Working effectively in groups  Communicating effectively, to persuade and influence others , using all modalities, visual, auditory, olfactory, etc.

 Presenting your ideas effectively

Key Elements of Service Learning Self- Reflection  Think and reflect, Plan  Think and reflect, Act  Think and reflect, Modify

Is service learning the same as community service?

NO !

Service Learning Meets Content Standards  Content Standards reflect “ what students need to know and be able to do when they graduate ”

Kellogg “Learning in Deed” Initiative  Study groups in 5 states:  California  Maine  South Carolina  Minnesota  Oregon

Kellogg Learning in Deed Initiative  Regional Lead for LA county has been selected to facilitate the study group “Linking Service Learning and Standards” LA County: Michele Herczog www.lacoe.edu

[email protected]

Service Learning Meets Content Standards

Literacy: Read Books about Homelessness Math: Collect, count, and sort canned food for Homeless Shelter Health: Learn about the nutritional value of various foods History: Learn about the history of homelessness in U.S.

Helping the Homeless Sciences: Learn the various diseases that plague homeless Civics: Examine government policy toward treatment of homeless Performing Arts: Perform skits to teach others about homelessness Art: Design posters for canned food drive for homeless

Service Learning and Student Outcomes  Better language and reading  Better test scores  Better grades  Homework completion improves  Less likely to drop-out  More involved in school

Service Learning Outcomes: Fosters Civic Responsibility Delivering Toys and Books  Mehgan, Karli, Lori, and Karen deliver the toys and books collected to Children’s Hospice of Lexington

Service Learning Outcomes: Performance Assessment •Service learning fosters measurement of what students understand, are capable of doing , and how students think and learn •The Showcase— an alternative to performance assessment

Service Learning Outcomes: Self-determination, Student-driven learning, Personal accountability  Offers them control  Offers an opportunity to actively participate in what they learn  Helps them be more personally accountable for their education  Gives them authority for what and how they learn  Leads to increase motivation and participation.

Inclusive Service Learning: Where are we?



Not many models

for including students with IEPs in service learning unless they are fully included or RSP 

Teachers/school personnel don’t know how to do inclusion in general

, let alone with respect to service learning 

Parents don’t know about service learning

and how to ask for it in their child’s IEP/ITP