Trends in the use of service learning with students with disabilities

Peer-reviewed journal articles published between 1990 and 2007 examining service-learning (SL) and students with dis-abilities were reviewed. Thirty-four articles were coded according to type of SL (inclusive, segregated, both), grade level and disability of the students, type of article (general description, program description, research-based), and date of publication. The findings indicate that the literature on SL focuses primarily on program descriptions involving students with learning disabilities, behavior disorders, and severe disabilities at the middle and high school levels. Descriptions of inclusive and seg-regated SL were approximately equal although the percentage of articles focused on inclusive SL gradually increased over time. A framework is presented to suggest directions for future research on the use of SL with students with disabilities. Keywords service learning, disabilities, inclusion, instruction Special education services and supports enable students with disabilities to participate in the general education curriculum and address other curriculum areas (e.g., life skills) regardless of where the curriculum is delivered (e.g., general education classroom, special education class-room, community; Individuals With Disabilities Education Act [IDEA], 2004). In many schools, service learning (SL