Examining a Classroom-Based Service-Learning Model for Teaching Students with Disabilities

Background/Purpose: Service-learning (SL) is a widely employed pedagogical strategy in academia to promote students’ understanding of course content, a sense of civic responsibility, and self-efficacy (Butin, 2010). It is experiential learning for students to be involved in a structured service activity that meets community needs and to reflect on their learning experiences regarding the course content (Bringle & Hatcher, 1995). Particularly in physical education, SL has been recognized as an effective teaching method and used highly in adapted physical education (APE) courses as a way of increasing teacher candidates’ (TC) understanding of disability, improving attitudes toward students with disabilities (SWD), and encouraging self-efficacy (Block, Taliaferro, Harris, & Krause, 2010; Piletic & Davis, 2010; Roper & Santiago, 2014). However, few studies have addressed how to design SL projects within a course (Cervantes & Meaney, 2013). Therefore, this study explored TCs’ experiences and learning from a classroom-based service-learning (CBSL) model for teaching SWD, focusing on the success and challenges of a structured CBSL model, the assigned roles of teacher and teacher assistant, an understanding of disability, and teaching competency.

Method: This study employed a qualitative intrinsic case study grounded in situated learning theory postulating that the individual’s knowledge is acquired and constructed by active participation in social communities and that individuals form their identities in relation to the communities they engage (Lave & Wenger, 1991; Wenger, 1998). Fifteen TCs (2 female, 13 male) provided adapted aquatics instructions to a self-contained special education classroom (n=22, 6-8th) for 10 weeks as either an instructor or a teaching assistant, in turn. Data were gathered from face-to-face interviews, participant observation, TCs’ reflections, photos/videos, and field notes. An inductive thematic analysis was used to capture TCs’ experiences and learning from the CBSL model (Creswell, 2013). Research rigor was established through thick description, prolonged engagement, triangulation, and multiple coders (Patton, 2002).

Analysis/Results: Five themes emerged from the data: (a) learned life lessons, (b) challenging but rewarding experience, (c) grew as a person as well as a teacher, (d) boosted my confidence, (e) they are like us: do not judge a book by its cover (label). All TCs perceived the CBSL model as beneficial for their learning and noted that a structured instructional environment enhanced their understanding of disability and teaching competency.

Conclusions: It is recommended that SL experiences in authentic settings (e.g., APE class) be provided for TCs to develop their knowledge and skills in teaching PE for SWD.