Abstract:

Service learning is gaining increased attention as a pedagogical strategy to promote critical thinking and understanding of the culture of special populations (Mayhew & Welch, 2001). However, little research has addressed the implementation of service learning in special education settings for teacher preparation programs (Kuh, 2008). Using an ethnographic design, the authors explored the role a high-impact service-learning project had in shaping future general education teachers’ attitudes towards special populations, literacy development, and building inclusive teaching practices (Carrington & Saggers, 2008) in an introductory education course to special populations.

The study focused on the following research questions:
1. How did the literacy project influence students’ attitudes and perspectives towards the culture of special populations?
2. What impact did service learning have on the pre-service teachers’ knowledge and understanding in building inclusive teaching practices?
3. What did the literacy project reveal to the pre-service teachers about the literacy development of the incarcerated youth?

Using an emergent coding method (Merriam, 1998), the authors sought to establish a triangulation of the findings across multiple transcripts. Results indicated students’ attitudes, perspectives, and knowledge of special populations and literacy development broadened as a result of the project. All participants considered the endeavor worthwhile.

The focus of this presentation is on the reflections of 50 pre-service teachers who implemented a literacy program for 30 incarcerated youth in a juvenile detention center in Texas. The literacy project funded by a grant allowed for the professional publication of five illustrated books containing the stories of incarcerated youths’ through poems, personal narratives, short stories, and artwork. The presentation illuminates components of service learning that impacted student outcomes and offers attendees the opportunity to hear the first-hand account of the experiences of the professors and pre-service teachers who participated in the project at a juvenile detention center. Implications for future research and practice will be discussed.

References:
[1] Carrington, S. & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24, 795-806.
[2] Mayhew, J. & Welch, M. (2001). A call to service: Service learning as pedagogy in higher education. Teacher Education and Sp cial Education, 24, 208-219.

Keywords:

Special Populations, Pedagogy, Teacher Preparation.