Service Learning Research and Reflection paper
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Each school, because of government mandate, has to provide services for exceptional students. The textbook Human Diversity in Education defines exceptional students as “those eligible for special educational services” (Cushner, McClelland & Safford, 2011). There are several categories for exceptional student but they all fall under the Ability/Disability continuum. Some of the categories for exceptional students are the: intellectually gifted, specific learning disability, emotionally handicapped, hearing impaired, visually impaired, mentally handicapped, and physically handicapped. In this paper the specific type of students that will be discussed, fall under the disabled side of the continuum. As one can see from the list above there…show more content…
Another challenge that learning disabled students may face is that at times it can be paired up with another disability or maybe a disorder. An example can be a learning disabled student who also has Attention Deficit Hyperactivity Disorder (ADHD).When this occurs, like social anxiety, it creates barriers for the students when it comes to their ability to pay attention and learn in class. Teachers in the classroom need to be able to identify if students have a learning disorder, because learning disorders become more evident in an academic setting. If so the teacher then needs to speak to the parents and see if assessment can be run to find out if the child does suffer from a LD. In the classroom, a student with a learning disability may need things explained in a different way, or broken down in words or a way that they are able to process. The student may also need extra time to complete assignments. An example would be if a student has a reading disability they may next extra time to complete the assignment. Besides a conscientious teacher, and extra time in class, student with learning disabilities will also need to have their parent. Having parental support can increase the student’s motivation in school. As stated in the beginning of the paper the school is mandated by the state to provide services for exceptional students. The in-school programs vary from school to school. Some schools have free after
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Service-Learning in Sociology 2:Social Problems
Spring 2002:Instructor: Guido Davis Del Piccolo
Why are we doing Service-Learning?
Service-Learning is a teaching and learning method that integrates community service with academic coursework as it focuses on critical, reflective thinking.Through your participation in service related to current social problems AND critical reflection of your experiences, you will gain a deeper and practical understanding of the course content, as well as, a broader appreciation of sociology.
Through Service-Learning, you will be LEARNING from not only the instructor and the text, but also from the clients you serve, from the community agency personnel, and from yourself.In your service, you will work with both individual clients AND the agency itself.
Objectives for Service-Learning in Sociology 2:
1. To increase understanding of the theoretical issues being addressed in the classroom;
2. To stimulate critical thinking about the social arrangements discussed in the classroom;
3. To gain insight into the interrelated nature and underlying causes of social problems;
4. To gain a comprehensive view of the needs of the community being served (beyond just the service being provided);
5. To increase understanding of the operation of community agencies (their existence, goals, objectives, limitations, challenges, obstacles and successes);
6. To gain exposure to economic, racial and/or ethnic communities which may differ from the students own; and
7. To encourage future community service work and social service career exploration.
SERVICE-LEARNING PROJECT (50% of course grade)
Service Hours: (5% of course grade)
· Students perform a minimum of 20 hours of service.
· The service MUST be conducted on a regular weekly basis.
· Students will get credit for no more than 3 hours per site visit.
· Students will get credit for no more than 4 hours per week.
· Students must complete their service hours by May 29th.
· IN SUM:You should do your service work in 2- to 3-hour sessions once per week.
Weekly Reflection Journals: (15% of course grade)
· Students submit weekly journals or their service experiences and observations.
· Journals are not graded for WHAT you say, but rather for HOW you say it.Specifically, the purpose of the journals is to REFLECT on your experiences/observations and to INTEGRATE those into the course material.(see instructions on Journal Writing for more details)
· A minimum of 8 journal submissions is required for full credit.No more than 1 journal entry will be accepted per week for full credit.(see instructions on Journal Writing for more details)
· IN SUM: When you’ve completed your hours for the day, take 20-30 minutes to reflect on the experience, type your journal entry, and TURN IT IN at the next class.
Service-Learning Paper: (30% of course grade)
· Students develop a final paper INTEGRATING their service experience with the statistical and theoretical discussions occurring in the classroom.You will submit an outline of this paper to me in advance of the final due date.
· This paper is the MOST IMPORTANT part of the “Service-Learning Project” because the paper is where you demonstrate both critical thinking and a grasp of the course material.(However, the basis of the paper comes from your service and reflection journals.)
Service-Learning Placement Sites
· You are welcome to do your service in pairs and arrange transportation together.
· NOTE: A MAXIMUM of 4 (four) students will be allowed to work at each site.The first 4 students to submit their completed paperwork will be assigned to that site.
Approved Agencies for Service:
Prior to approving any site not listed below, you must document to me why none of the below are acceptable and demonstrate to me how the objectives on the reverse side will be met at another site.
A Place Called Home
2830 S. Central Ave
Access Center &
homeless center/ food distribution
1616 7th Street
Behavior Health Services, Inc.
drug / alcohol treatment
15519 Crenshaw Blvd
Behavior Health Services, Inc-Patterns
drug / alcohol treatment for women and children
12917 Cerise Ave
Boys & Girls Club
1238 Lincoln Blvd
Boys & Girls Club (Venice)
2232 Lincoln Blvd
Clare Foundation—Sober Inn
907 Pico Blvd
Community Center, Inc.
multi-purpose community center
7522 S. Vermont Ave
So. Central LA
El Nido Family Centers
counseling, education for children
2152 W. Manchester
Florence Crittenton Center
girls group home
234 E Avenue 33
Hydepark Organizational Partnership for Empowerment (HOPE)
community development organization
S. Crenshaw area(LA)
(new world ed)
Inglewood Community Education & Resource Center
UCLA student outreach project & Inglewood community partnership
(new world ed)
Mar Vista Family Center
5075 Slauson Ave
Santa Monica Barrios Unidos
2811 Pico Blvd
Santa Monica Police Activities League (PAL)
1401 Olympic Blvd
Turning Point Transitional Housing
1447 16th Street
Venice Community Housing Corp.
720 Rose Ave
2200 Virginia Ave
Westside Women’s Domestic Violence Network
family violence issues