“You Have to Learn Who Comes with the Disability”: Students' Reflections on Service Learning Experiences with Peers Labeled with Disabilities
Service learning is the integration of community-based student projects into the formal curriculum of a school or course of study. This qualitative, descriptive study presents understandings about disability issues that seven undergraduates constructed through participation in a semester-long service learning class. Paired with same-aged peers with disabilities for 2 hr/week, students shared campus-based classroom, work, and social experiences. In-depth interviews and examination of reflective journals revealed that students used their experiences to question prior notions of the nature of relationships with people with disabilities, of the meaning and uses of disability labels, and of the perceptions about and place of people with disabilities in society. Results support previous literature highlighting the benefits of real-life experience, framed by constructivist and reflective teaching practices, in developing and reinforcing critical thinking skills.