8 pages due in a few hours

Introduction (10 points)

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Begin by providing a brief overview of the Service Learning (SL) in terms of its purpose and mission, as you understood it to be. Show how SL as described figures into furthering your learning in this course. Since much of this paper is about disability (as exemplified by your focus student) and service learning, provide thorough working definitions of those terms. For instance, your definition of disability should clearly distinguish it from handicaps and impairments, and your definition of SL should clearly show why/how it differs from just community service. Be sure not only to cite relevant scholarly sources of the respective definitions, but also be sure to incorporate a brief discussion of how you are using them in this paper


SL Setting and Activities (15 points)


Provide a detailed descriptive overview of your experience in SL clinical placement. With whom did you interact? What was the nature of the interactions with those individual(s)? What did you do? On average, how many participants did you interact with each time/overall? Did you stay with the same group or person throughout or did the participants differ each time? Describe the easiest part your experience in SL clinical placement and the most challenging and why you saw them that way. What did you hope to learn from the SL clinical placement experience? What did you actually observe/or learn about yourself as a general education teacher/related service provider relative to your knowledge of student exceptionality and your comfort level and ease with being around persons with disabilities, etc.? Describe particular/specific examples of how you came to those insights about yourself. What did you learn about persons with disabilities and how did you actually arrive at those lessons? In other words, describe events/experiences/moments that happened during the SL clinical placement that brought about those lessons.

SL Focus Student’s Characteristics & Impact on Teaching and Learning (45 points)

Provide a synthesis of your focus student’s strengths, weaknesses and needs that are pertinent to one content/academic area (e.g., science, English, social studies, etc.), one skill area (e.g., social, affective, psychomotor, etc) and one behavioral skill. Provide an analysis of how these are (or could be) affecting his/her success in that class (e.g., “due to Mary’s low reading comprehension, she is unable to independently complete reading assignments from the science text, which in turn also results in her inability to complete study guide assignments and related worksheets that require her to read to find answers to questions… etc.). Remember that there’s almost always a “snowball effect” where one problem results in many others. Identify classroom practices / attitudes / interactions related to your focus student’s strengths and weaknesses that support the student’s learning (e.g., “When the teacher does this… it’s useful to my focus student because…. (OR) “When the teacher does this… it’s particularly problematic to my focus student because…” …an alternative strategy might be to… Provide specific, detailed, research-based recommendations for (a) changing the student’s environments to make it highly conducive to increasing focus student’s success in the identified academic, skill and area (e.g., what specific instructional strategies / tools should different teachers be implementing to enhance their instruction; what accommodations and/or modifications are recommended) (b) teaching your focus student essential strategies/skills needed to become more independent, competent, and confident. Be as specific about what you are recommending. Synthesis of SL Clinical Experience and SL

Activities (10 points)

Discuss the assumptions you may have had about the SL clinical experience prior to your placement. Comment on the ways in which what you observed/learned is consistent with/or different from your prior assumptions. How is the reality as learned/observed consistent with/or different from what you have learned in theory in this course and from readings about disability or student exceptionality? Discuss your perception of the SL clinical experience in terms of ways in which it furthers the knowledge of, skills in, and experience of working, interacting and/or communicating about and with persons with disabilities. Do you think this is an effective way of learning about student disability and/or working with persons with disabilities? Why? Why not? Did your experience in SL clinical placement actually live up to that perception? Why? Why not?

Concluding Thoughts (10 points)

Summarize the key issues that SL experience raises. What are strengths of SL as a teaching-learning approach? What are its weaknesses? What are the contributions of this approach to knowledge and skill acquisition in preparing you to teach students with disabilities in integrated settings? What recommendations would you make for improvement?

Format (10 points)

The format of the paper must conform to APA style as described in the Publication Manual of the American Psychological Association (Fourth Edition). The papers should be typed, double-spaced (including references), and at least 6-8 pages in length. Particular attention to adhere to APA style should be given not only to the preparation of the reference page(s), but also concerning citing references within the body of your paper. Correct grammar and spelling are expected Unlike APA, you are allowed (indeed expected) to write in first person voice at relevant parts of this paper.