The Experiences of Students with Disabilities Actually Doing Service Learning: A Systematic Review

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Garwood, Corey Peltier, Stephen Ciullo, Daniel R. Wissinger, J. McKenna, M. Giangreco, Colby T. Kervick
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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.
残障学生实际服务学习的经验:系统回顾
背景:有许多以学校为基础的干预措施,涉及旨在帮助残疾学生的服务学习项目,但对残疾学生来说,积极参与服务学习比仅仅接受服务学习更有可能产生更大的影响。目的:本文的目的是对所有现有的关于服务学习的研究进行综合和分析,其中残疾学生是服务学习的积极参与者,而不是被动的干预接受者。方法/方法:我们根据定量(N = 3)、定性(N = 6)和混合方法(N = 4)研究的既定设计标准,评估了所有可用的研究(N = 13),包括8篇同行评议的期刊文章和5篇论文的内容和研究质量。研究结果/结论:在现有的定性和混合方法研究中,存在支持残疾学生参与服务学习的有利证据,但缺乏定量研究的证据。启示:在服务学习中,以活动为基础的、经常激励的学习和应用广泛的学术和功能性生活技能的机会是丰富的。我们敦促从业者考虑实施这种做法,同时也注意到需要更多的实证研究。
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
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.
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