DOI
https://doi.org/10.14305/jn.19440413.2021.13.2.06
Abstract
This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.
Recommended Citation
Doody, K. R., Fulcher-Rood, K., & Schuetze, P. (2021). COVID-19 modifications to a service-learning project designed to prepare special education students to be effective participants in transdisciplinary collaborations. Excelsior: Leadership in Teaching and Learning, 13(2), 160-178. https://doi.org/10.14305/jn.19440413.2021.13.2.06 CCBY.
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