Developing Advocates and Leaders Through Service-Learning in Preservice and Inservice Special Education Programs

This chapter presents a case study of two collaboratively taught special education courses that incorporated service-learning projects as a pedagogical response to students' self-identifies learning needs. This chapter describes and analyzes instructors' and students' post-course learning outcomes related to their participation in service-learning. In particular, this study examines how participation in service-learning contributes to student development of critical competencies, such as advocacy and leadership, associated with the role of special educator. Findings suggest that student participation in service-learning influences: (a) their awareness of social justice issues; (b) their development of and confidence in leadership skills; (c) their commitment to advocacy and leadership roles; and (d) their professional role development. Findings also include insights into the process of using service-learning and co-teaching as pedagogical tools in teacher education from the instructor's perspective. Implications, recommendations, and questions for future research into the role of service-learning in special education teacher preparation are provided. (Gonsier-Gerdin)