What Makes Inclusive Service-Learning Inclusive?
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| Title: | What Makes Inclusive Service-Learning Inclusive? |
|---|---|
| Language: | English |
| Authors: | Noam Lapidot-Lefler (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(6):789-802. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Inclusion, Students with Disabilities, Service Learning, Social Integration, Normalization (Disabilities), Higher Education, Outcomes of Education |
| DOI: | 10.1080/13603116.2021.1958263 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | Although the literature on inclusive service learning generally reports positive outcomes for students with disabilities, it provides little insight into the process of inclusion that occurs when students with and without disabilities meet within a service-learning framework. This distinction between students with and without disabilities became less clear, especially as all students began to see that they have disabilities or that they lack something that the other has or vice versa, experience themselves without disabilities even if others have defined them that way. In this paper, we address this issue through a case study of a service-learning course that brought together students with and without disabilities. The course was based on a five-facet model for inclusive service learning that comprised theory, experiential learning, community projects, dialogue, and reflection. A qualitative analysis of the course illustrates that both students with and without disabilities experienced significant changes in perception of disability such that they no longer saw themselves as two separate groups. The paper looks at the processes that produced this change and suggests the idea of 'continuous mutual learning' (CML) as an important component in education for inclusion, arguing that CML can deepen the inclusiveness of inclusive service learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423588 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1423588 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What Makes Inclusive Service-Learning Inclusive? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Noam+Lapidot-Lefler%22">Noam Lapidot-Lefler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3477-113X">0000-0003-3477-113X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nasreen+Kais%22">Nasreen Kais</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2024 28(6):789-802. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Normalization+%28Disabilities%29%22">Normalization (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13603116.2021.1958263 – Name: ISSN Label: ISSN Group: ISSN Data: 1360-3116<br />1464-5173 – Name: Abstract Label: Abstract Group: Ab Data: Although the literature on inclusive service learning generally reports positive outcomes for students with disabilities, it provides little insight into the process of inclusion that occurs when students with and without disabilities meet within a service-learning framework. This distinction between students with and without disabilities became less clear, especially as all students began to see that they have disabilities or that they lack something that the other has or vice versa, experience themselves without disabilities even if others have defined them that way. In this paper, we address this issue through a case study of a service-learning course that brought together students with and without disabilities. The course was based on a five-facet model for inclusive service learning that comprised theory, experiential learning, community projects, dialogue, and reflection. A qualitative analysis of the course illustrates that both students with and without disabilities experienced significant changes in perception of disability such that they no longer saw themselves as two separate groups. The paper looks at the processes that produced this change and suggests the idea of 'continuous mutual learning' (CML) as an important component in education for inclusion, arguing that CML can deepen the inclusiveness of inclusive service learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1423588 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1423588 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13603116.2021.1958263 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 789 Subjects: – SubjectFull: Inclusion Type: general – SubjectFull: Students with Disabilities Type: general – SubjectFull: Service Learning Type: general – SubjectFull: Social Integration Type: general – SubjectFull: Normalization (Disabilities) Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Outcomes of Education Type: general Titles: – TitleFull: What Makes Inclusive Service-Learning Inclusive? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Noam Lapidot-Lefler – PersonEntity: Name: NameFull: Nasreen Kais IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1360-3116 – Type: issn-electronic Value: 1464-5173 Numbering: – Type: volume Value: 28 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Inclusive Education Type: main |
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