1. Course Description
SPED 316A SL is a Plus One Service-Learning course that is connected to SPED 316A: Special Education Across the Curriculum. Participation in the course is initiated by the student, and contingent upon the approval of the professor. The student contracts with the professor to participate in a socially significant service learning experience with, or on behalf of, children, youth, or adults with disabilities or those at risk for the development of a disability. The experience can take place in either a community-based program or with an individual or family in the community. Examples of community-based projects include Project: SO Prepared, The Sunset Heights Buddy Program, Project: RENEW, and The Community Center GED Program, and The National Foundation for Children with Behavioral Disorders (CCBD). Examples of individual projects include tutoring, mentoring, and job-coaching. Students must research a community or individual need, participate in at least 20 contracted hours of service-learning (preparation and execution of the project), and evaluate the effects of the experience.

2. Required Texts and Reading
There is no required text for the course. However, students will be expected to read three related articles or chapters of text based on the project selected. These readings will be determined by the professor and student and approved by the professor. Potential selections include:

Curwin, R. L. (1992). Rediscovering hope: Our greatest teaching strategy. Bloomington, IN: National Education service

Coles, R.C. (1993). The call of service: A witness to idealism. New York: Houghton Mifflin.

Wood, J. W. (1998). Adapting instruction to accommodate students in inclusive settings (3rd ed.). Columbus, Ohio: Merrill..


3. Course Objectives
The student will be able to:

* Discuss the strengths of the person with a disability or the professionals who work on behalf of those people;

* Explain how the person's disability effected both their social and emotional development and their learning or, in the case of an agency or organization, the reasons the agency or organization exists;

* Articulate the effect the project had on the person with a disability or, in the case of an agency or organization, the effect it has on the professionals in the organization;

* Describe the effect the experience had on them as a person; and

* Complete any additional objectives based upon the project selected. These objectives will vary from project to project and will be outlined in the project contract.


4. Course Requirements, Assignments, and Grading
Students have a responsibility to act in a professional manner when working in the community. Maintaining confidentiality and participating in regularly scheduled activities unless there is an emergency are both responsible and respectful acts. Students should inform the appropriate person in the community setting and reschedule activities when appointments cannot be kept for legitimate reasons.

The course is designed on a Pass/Fail basis. To earn a passing grade, the student must complete the following activities at an acceptable standard:

* Research a need and complete a contract outlining the proposed experience;

* Meet at least three times with the professor during the semester to discuss the project;

* Perform the number of agreed upon hours and tasks associated with the service learning, experience;

* Read the required assignments;

* Complete a weekly journal with reflections on learning;

* Discuss connections between class content and the service-learning experience when relevant; and

* Present evidence of learning of course objectives through a written summary or an alternative such as a portfolio.


SO Prepared for Citizenship Contract:

This contract between the Rivier College student and the professor is an agreement to fulfill the following activities during the course of the semester:

The student agrees to:
* Perform the number of agreed upon hours (20-30) and tasks associated with the service-learning experience as Administrative Assistant to the National CCBD Foundation;

* Research the need for professional foundations in general, and the CCBD Foundation in particular;

* Become familiar with the necessary documents and processes involved in setting, up the 501C3 tax exempt CCBD Foundation;

* Act in a professional manner when working with members of the organization;

* Maintain confidentiality of information about individual participants or financial matters;

* Meet at least three times with the professor during the semester to discuss the Foundation and your learning;

* Research a need concerning marketing, Leadership Circle, or other foundation activities and complete a brief report summarizing the need;

* Read the required organizational materials;

* Complete a monthly journal with reflections on learning;

* Discuss connections between class content and the service-learning experience when relevant; and

* Present evidence of learning of course objectives through the completion of specific tasks related to the needs identified. These could include creating a database of members, developing marketing or other informational materials, or reviewing foundation documents.


The professor agrees to:
* Clearly identify the expectations of the PLUS ONE experience once mutual objectives are identified;

* Meet with the student at least three times throughout the semester to discuss the project and selected readings;

* Support the student in the development of materials, as needed;

* Support the student in reflecting on challenging, aspects of the project, as needed;

* Advise the student with respect to various aspects of the project; and

* Provide the student with timely and constructive feedback on their learning.

It is agreed by the student, professor and Rivier College policy that this is a one credit course and that the grade will be reported as Pass/Fail.

Student Signature Faculty Signature



Student Name Date Faculty Name Date