Abstract:

The purpose of this pilot study was to provide preservice teachers with opportunities to observe about active engagement of students of special population in formal structures. Through observation of service-learning providers, teachers, and directors, the study utilized a qualitative method to investigate active engagement used by leaders such as service-learning providers, teachers, and directors to engage different learners in the learning environment using interventions such as class modules, questionnaires, and interviews. To effectively instruct students with special needs, instructors must utilize approaches that accommodate the various learning styles and abilities present in the classroom. Through differentiation, educators can modify instruction to cater to the unique requirements of each student. When instituting differentiation in the classroom and engaging with students from special populations, diversity, differentiation, and social emotional support are crucial factors to bear in mind. Preservice teachers were given the opportunity to watch interactions with mentor teachers and learners with disabilities.

The research questions were:
- In what ways do service-learning providers, teachers, and directors engage diverse learners in the learning environment through differentiation and class management?
- How do service-learning providers, teachers, and directors engage students with special needs to differentiate their instruction for engaged learning?

According to preliminary data, the need of employing multiple tactics to capture students' attention was underlined. The results showed that student engagement was a conditional behavior. The learner would be delighted and engage in the class if they were interested or motivated. The pilot study equated student engagement to behaving and following the rules. These findings suggest that preservice teachers be given opportunities to observe interactions with educational leaders and diverse learners in learning environments such as classrooms, food banks, unhoused facilities, and county detention centers for further investigation through one of the first courses offered in the Urban Education Teacher Preparation Program.

Keywords:

Service learning, active engagement, students of special population, differentiation.