Involvement of higher education special education faculty in service-learning course development and implementation

The purpose of this qualitative study was to examine the perspectives of higher education faculty with expertise in service-learning (SL) course development and implementation. Using semi-structured interviews, 13 special education faculty members were interviewed. Transcripts and course documents were analyzed to investigate motivators, challenges, and recommendations to SL course development, implementation, and sustainability. The overall perceptions of SL implementation in the field of special education were compared to the Council for Exceptional Children's (CEC) Special Education Professional Ethical Principles (2010) to determine alignment with the field. Faculty motivation for SL implementation revolved around student learning, community advancement, and personal connections. Challenges and recommendations pertained to students, faculty, community, and common elements to SL. CEC principles closely aligned with SL implementation in higher education courses related to special education.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2012

Author dc:creator

• Neeper, Lance

Contributors dc:contributor

• Dymond, Stacy K.
• Santos Gilbertz, Rosa Milagros
• Greene, Jennifer C.
• Renzaglia, Adelle

• special education
• service-learning
• community engagement
• higher education
• teacher education
• course development

Statement dc:rights

• Copyright 2012 Lance Neeper

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/31111

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/31111