Integrating Service-Learning in Teacher Education to Raise Disability Awareness

This article examines how service-learning was integrated effectively into two teacher education courses at a Mercy university in New Jersey to raise awareness regarding the needs of diverse learners, particularly those with disabilities. Specific goals of the service-learning requirement, description of the service-learning activities, and student reflections and attitudes towards their experience are reported. Future recommendations for integrating service-learning in teacher education are discussed.