Service Learning and Students with Disabilities: Perspectives from a Statewide Model Program in Florida

This article highlights the potential for service learning as a pedagogy and intervention for students with disabilities. The article also conceptualizes the role of a school social worker in contributing to the development and implementation of an inclusive service-learning program. Findings are based on a qualitative study involving nineteen college professors, students, and community partners engaged in seven model service-learning sites in Florida. Participants shared how they dealt with disability issues and how they believe that service learning may benefit students with disabilities. Data analysis revealed three tiers of findings: overarching themes, themes occurring in two groups, and themes occurring in only one group. We conclude that inclusive service learning is a promising strategy for students with disabilities. This exploratory study illuminates avenues for future programming and research on the role of service learning in education for students with disabilities, specifically those students in the midst of transition planning.