Student Ownership of Service-Learning Projects

Abstract

Service-learning projects can be an effective tool to actively engage students with learning disabilities while also providing needed community service. The incorporation of academic skills, personal development, and emphasis of volunteerism are fundamental attributes of service-learning projects. This article details a five-phase construction plan designed to guide students through the process of planning service-learning projects. Students are responsible for all steps of the process with the teacher assuming the role of facilitator and guide. Active participation in the planning process results in student ownership of the project. Appropriately planned and implemented service-learning projects help students with disabilities include themselves in their community and allow all students the opportunity to use academic skills and assume personal responsibility.