Service-Learning and Disability Simulations: Comparing Their Influence on Candidate Teaching Dispositions

Authors

  • Mary B Schreiner Alvernia University

Keywords:

service-learning, disability, teaching dispositions

Abstract

As one of five key standards for program accreditation, the Council for the Accreditation of Educator Preparation expects graduates to display dispositions necessary to demonstrate positive impact on all P-12 students learning and development (2015). In this study, service-learning experiences and disability simulations were explored as two teaching tools within a required introduction to disabilities course, to see if either would promote certain teaching dispositions toward the candidates future students with disabilities. Two specific dispositions that showed measurable change in candidate levels were the dispositions of empathizing and advocating. Results of this study suggest that both service-learning and simulations are viable options for teacher educators who wish to address teaching dispositions in early courses about disability.

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Author Biography

Mary B Schreiner, Alvernia University

Mary B. Schreiner, Ph.D., is an Associate Professor of Education at Alvernia University, with preparation of special educators as her primary area of professional practice. Her scholarly areas of interest include service-learning, self-advocacy, and pedagogy practices in higher education. Dr. Schreiner builds community connections into all her coursework to allow teacher candidates the opportunity to apply theory to practice.

Published

2016-09-28

How to Cite

Schreiner, M. B. (2016). Service-Learning and Disability Simulations: Comparing Their Influence on Candidate Teaching Dispositions. International Journal of Research on Service-Learning in Teacher Education, 4, 1-8. Retrieved from https://ijrslte.journal.library.uta.edu/index.php/IJRSLTE/article/view/51

Issue

Vol. 4 (2016)

Section

Articles
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