Abstract:

This mixed-method study is an initial study of student engagement for preservice teachers and their observations in their fieldwork experience with special needs populations. This study highlights the emotional journey of volunteers and the complex nature of working with children with various disabilities. It underscores the transformative impact such service-learning projects can have on the perceptions and approaches of those who participate in them. In this mixed-methods study, 6 participants completed a survey and an open-ended interview at the end of the semester. The setting was in an urban university in the south-central part of the United States in urban school districts.

The research questions for this study were:
1) What do preservice teachers know about student engagement in the classroom? and
2) What student/teacher behaviors did the preservice teachers observe in the classroom related to student engagement?

This research demonstrates the nuanced understanding required when working with children with ADHD, for example, and the potential for personal growth and development of innovative strategies for classroom management and engagement techniques.

Keywords:

Service-learning, students of special needs, personalized engagement, differentiation, assessment, building trust.