J. Garwood, Corey Peltier, Stephen Ciullo, Daniel R. Wissinger, J. McKenna, M. Giangreco, Colby T. Kervick
{"title":"The Experiences of Students with Disabilities Actually Doing Service Learning: A Systematic Review","authors":"J. Garwood, Corey Peltier, Stephen Ciullo, Daniel R. Wissinger, J. McKenna, M. Giangreco, Colby T. Kervick","doi":"10.1177/10538259221109374","DOIUrl":null,"url":null,"abstract":"Background: There are many examples of school-based interventions involving a service learning project aimed at helping students with disabilities, but it is potentially more impactful on the students with disabilities for them to be active participants in service learning, rather than merely its recipients. Purpose: The purpose of this article is to present a synthesis and analysis of all available research studies focused on service learning where the students with disabilities were active participants in the service learning, rather than passive recipients of interventions. Methodology/Approach: We assessed all available studies (N = 13), including eight peer-reviewed journal articles and five dissertations, for content and for research quality according to established design standards for quantitative (n = 3), qualitative (n = 6), and mixed methods (n = 4) research. Findings/Conclusions: Favorable evidence in support of service learning participation for students with disabilities exists in the available qualitative and mixed methods research, but evidence from quantitative research is lacking. Implications: The activity-based, often motivating opportunities to learn and apply a wide range of academic and functional life skills are abundant in service learning. We urge practitioners to consider implementing this practice, while also noting the need for more empirical research.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experiential Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10538259221109374","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4
Abstract
Background: There are many examples of school-based interventions involving a service learning project aimed at helping students with disabilities, but it is potentially more impactful on the students with disabilities for them to be active participants in service learning, rather than merely its recipients. Purpose: The purpose of this article is to present a synthesis and analysis of all available research studies focused on service learning where the students with disabilities were active participants in the service learning, rather than passive recipients of interventions. Methodology/Approach: We assessed all available studies (N = 13), including eight peer-reviewed journal articles and five dissertations, for content and for research quality according to established design standards for quantitative (n = 3), qualitative (n = 6), and mixed methods (n = 4) research. Findings/Conclusions: Favorable evidence in support of service learning participation for students with disabilities exists in the available qualitative and mixed methods research, but evidence from quantitative research is lacking. Implications: The activity-based, often motivating opportunities to learn and apply a wide range of academic and functional life skills are abundant in service learning. We urge practitioners to consider implementing this practice, while also noting the need for more empirical research.
期刊介绍:
The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.