Source: Teacher Education and Special Education, 35(3), August 2012 p.185-201
The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States.
This study also aimed to determine faculty attitudes and beliefs about the application of SL in special education.
Participants were 48 faculty members with experience in SL teaching and/or research in special education.
Data were gathered using a survey.
Results show that faculty represented a wide range of institutions and had varying levels of SL experience.
There was variability in beliefs about and implementation of SL across faculty.
Barriers to incorporating SL in courses and research were minimal.
Significant differences in attitudes and beliefs were found based on type of institution, size of institution, and size of community.