The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.

这项调查的目的是确定特殊教育学院在高等教育课程中如何使用服务学习（SL）。参加者有13名特殊教育学院，他们在SL教学法方面有专门知识。数据来源包括人口统计问卷，半结构式访谈和课程文档。使用内容分析程序对访谈进行了分析，并且对课程文档进行了审查以确认对访谈数据的解释。调查结果描述了课程类型，主题和注册人数；课程要素；SL项目的类型；课程提供方法；和社区合作伙伴的选择。教师对SL的定义和理解相似。但是，他们使用SL的方式有所不同，目的是为了满足特定的课程和程序需求。