Colleges and universities actively recruit students of all abilities, yet often they are not successful in integrating them. This workshop will provide strategies on how to include students with intellectual and complex learning disabilities in service-learning opportunities, where they are not the recipient of the service, but rather actively engaged participants. Karen Roth President Partnerships in Education and Service Northfi eld, IL Carol Burns Director Bethesda College of Concordia University Gabby Schmidt Student UW-Eau Claire Mike Huggins Eau Claire Clear Vision UW-Eau Claire Honors Kate Zilla Associate Professor, Special Education National Louis University

1. Upper Midwest Civic Engagement Summit
University of Wisconsin, Stout
June 13, 2014

2. 
Carol Burns, Consultant, Bethesda College
Adjunct Professor Special Education
Concordia University Wisconsin
Karen Roth, President,
Partnerships in Education & Service,
Northfield, IL
Professor of Education
Presenters

3. 
After reading the scenarios, respond to these questions:
 What is your impression of the student mentioned?
 How would you handle the situation as Team Leader?
 What are your expectations of team participants?
Case Studies

4. 
This presentation will focus on the intentional
use of service-learning as a method for the
fuller integration of students with identified
learning disabilities with other university
students, with the goal of building a more
reciprocal, cohesive and caring university
community.
Presentation Goal

5. 
 Tips on how to build relationships and community
within the integrated group of adults with multiple
abilities;
 Strategies for scaffolding pre- service trip preparations
and differentiated reflective methods;
 Problem-solving techniques for on-site complications,
usually related to the disability.
Presentation Outcomes

6. 
In a classroom of 100 adult students, at least 1 will
identify as having intellectual, and/or complex
learning disabilities.
Autistic Spectrum Disorder
(Grandin, T., The Autistic Brain, 2014)
1 in 88

7.  GENERAL CHARACTERISTICS:
 Have limitations in intellectual functioning co-occurring with a range
of learning difficulties. Both strengths and weaknesses are usually
present in conceptual, social, and practical areas.
 Have general intellectual functioning in the below average range
 Have learning difficulties that have significantly affected school
performance, including a high probability of difficulty with a regular
college curriculum
 Have the ability to emotionally adjust and physically participate in all
program activities
Intellectual and Complex Learning
Disabilities

8. Recorded diagnoses in one or more of a variety of categories:
Intellectual Disabilities, Developmental Disabilities, Learning
Disabilities, Autism, High Functioning Autism, Asperger’s
Syndrome, Physical Disabilities, Other Health Impairment,
Traumatic Brain Injury, Visual or Hearing Impairments,
Social/Emotional/Behavioral Disorders.
The individual diagnoses can be across several categories.
These categorical assignments may be the result of or
influenced by diagnoses of genetic syndromes such as Down
or William’s Syndrome, as well as medical or accidental
traumas, either before or after birth.
Intellectual and Complex Learning
Disabilities

9. 
 We investigated the effectiveness of a pilot approach
for fostering inclusion of all students in a university-
community partnership, including those with
differing abilities, conducted over the summers of
2011 and 2012.
 Using data findings from year one, our second year
study focused more specifically on the design &
implementation of pre-trip planning strategies,
created to better integrate our students with and
without disabilities into the service team.
Building Inclusivity

10. 
Serving With NOT Service To

11. 
Working on grade-leveling and shelving library books
Team work/Team building

12. 
Social activities

13. Increase concern for fellow humans
Develops the ability to problem solve
Motivates learning and improves self-concept
Increases competence and awareness of new settings
Develops a sense of usefulness
Enhances moral development
Heightens responsibility to community
Improves attitudes towards others
Increases academic achievement
Improves communication with others
Develops tolerance for diversity
Broadens knowledge of one’s abilities
Learning how to collaborate and work in teams
Source: Kaye (2010); Gelmon, et. all (2001 – Campus Compact)
Characteristics of Growth through S-L

14. 
Developing a civic-minded campus.
“informed, engaged, open-minded, and socially responsible
people committed to the common good, and practiced in
‘doing’ democracy”.
Democratic campus = a fully integrated community
Crucible moment

15. 
NOLA
Recovery
School District
PIEsNLU-PACE
Our Partnerships

16. 1886: Miss Harrison’s Training School
1891-1929: Chicago Kindergarten College
Since 1930: National College of Education (NCE)
Since 1990: National Louis University (NLU);
added 2 more colleges to NCE
Graduating: PhD, EdD., CAS, MA, MS, BA, BS ,
PACE certificate of completion
National Louis University

17. 
 More than 80% of PACE graduates are employed.
 P.A.C.E. students attend classes together two days each week
in an undergraduate university environment;
 “Highly motivated students who have demonstrated excellent
performance in their P.A.C.E. classes are encouraged to register
for specific NLU undergraduate classes, usually in the liberal
arts or early childhood education.” – from NLU website
NLU’s PACE Program

18. Service Learning at PACE!

19. What is Service Learning?
Teaching students to be conscious and active
participants in their community.

20. Past PACE Service Learning
Pennies for Patients (Leukemia-Lymphoma Society)
Bears of Hope (Skokie PD)
Walk for Autism Speaks
NOLA Schools Trip

21. Who, What, Why?
This Fall: Partnership with Skokie Food Pantry
Learn the possibilities
Meet the people
Discover the mission
Reflection

22. 
(Began in 2007 as NLU-NOLA Schools Project)
2011 & 2012: Harriet Tubman Charter Elementary
School
2012: Arthur Ashe Charter Elementary School
2013: Paul Habans Charter Elementary School
 Since 2011 current or former students of PACE
program have been members of PIEs service
teams.
Partnerships in Education & Service (PIEs)
Established in 2011

23.  MORE ABILITY than recognized or tested
 HIGH MOTIVATION to succeed in life, to be in college, to be
“normal”
 VERBAL (academics) and NONVERBAL (social, time,
organization) functioning is variable
 THINKING concretely and in the present
 Less inclined to take initiative
 Level of SOCIAL Abilities associated with limited experiences
 LEARN BEST BY EXPERIENCING AND DOING
STUDENTS WITH DIFFERING
ABILITIES

24. 
Visual processors – brain creates series of pictures;
Sensory stimulated – sounds, lights, touches can be irritants;
Appears to “move slowly” – life too fast to make sense of;
Creates anxieties - previous bad experiences always looming
(Grandin, T., The Autistic Brain, 2014)
Typical Conditions

25. 
Reflections from Pilot Year
Social “Cues”: PACE students initially misread social
behaviors and language of other team members.
Team members misinterpreted responses from PACE
students.
Feelings of anxiety: PACE students’ anxieties emerged
before and initially during trip.
Feeling safe and trusting the team members and
related work at the school was important.
Team relationships: Initial pre-trip concerns about skills,
focus and commitment of PACE students to the work and as
team members.

26. 
Year 1 findings to Year 2 changes
Year 1 findings
 PACE student feelings of
anxieties
 Team concerns about PACE
student inclusion
 Social cues miss interpreted
 Orientation: some non-PACE
students needed more
information on abilities of
PACE students
 Accommodations: PACE
w/PACE, non-PACE w/non-
PACE = “silos”
 Service to schools/group:
PACE students had choice
between 2 entry level jobs.
Year 2 changes
 3 pre-trip workshops: familiarize
w/NOLA environment & build
community
 NOLA resource brochure
 More on-site staff provided (e.g.,
PACE instructor’s mom; 1
additional non-PACE roommate)
 Orientation: no direct changes;
did not want to single out team
members with disabilities.
 Cannot force: friends shared
rooms; two PACE students & 1
non-PACE per room
 PACE students self advocated for
higher skilled jobs,
w/scaffolding

27. 
 Pre-orientation Activities / blended and segregated
 Orientation Activities
 Building Team Culture
 On-site blended accommodations (if possible)
 Shared work experiences
 Scaffolding the work on site
 Use of alternative technology and social media for
reflective activities
 Post experience team celebrations
Strategies for Inclusion

28. 
Cover by a former PACE student and team participant.
Pre-Orientation: NOLA Resource
Book

29. 
Everyone participates – no one singled out!
Introducing self
Identifying skill sets and challenges
Sharing previous service experiences
Distributing and discussing Resource Booklet
Arranging sleeping accommodations
Orientation Activities

30. 
 Developing a team “culture” 24/7:
 Respecting each others talents, skills and knowledge;
 Valuing common S-L goals;
 Listening attentively to each team member;
 Building a community of engaged learners.
Building Relationships

31. 
Sharing space – on site and/or at hotel:
Needing space – on site and/or at hotel:
Controlling anxieties – self and/or group imposed:
Making choices – on site and/after work down time:
Blending in or creating “silos”:
Unexpected “Complications”

32. 
 Electronic portfolios
 BLOGs
 Social Media
 Creative Arts (paintings, music, poetry, 3-D works)
Alternative reflective methods

33. 
Experienced (1st year) PACE
Participants
C - I met a new girl who I never met
before at orientation or on a trip. First I
was scared to ask her to go to Karaoke and
going to dinner, but I find out that she
was kind and happy to let us join her to
dinner. It was great to get to know
somebody other than PACE people.
J - I liked having the most wonderful
talks with non-PACE people. I had really
deep talks with the non-PACE team
members – we talked about my
experiences growing up and how it was to
lose parents, my future.
New (2nd year) PACE Participants
A - Well I got to get to know people from
the trip, by communicating with them
about certain things like teaching and
stuff like that. Because we shared similar
interests.
K – The importance of teamwork. we had
to compromise every day we had to figure
out where to eat so we had to come to a
certain conclusion
L - That when working with someone we
can get the job done. Computer work was
fun and different than what I normally do
to find books – looked up the title of the
book and found the age group.
M – I think I matured a little bit. That I
worked harder
Post trip interview Responses - What did I learn?

34. 
Increase concern for fellow humans
Develops the ability to problem solve
Motivates learning and improves self-concept
Increases competence and awareness of new settings
Develops a sense of usefulness
Enhances moral development
Heightens responsibility to community
Improves attitudes towards others
Increases academic achievement
Improves communication with others
Develops tolerance for diversity
Broadens knowledge of one’s abilities
Learning how to collaborate and work in teams
Source: Kaye (2010); Gelmon, et. all (2001 – Campus Compact)
Characteristics of Growth through S-L
green = non-PACE member growth
pink = PACE member growth

35. 
Pilot Project Team

36. 
2nd Year Team

37. 
3rd Year Team

38. 
TeamTravel

39. 
Shared Work Experiences

40. 
Shared Work Experience

41. 
Defined Work Space

42. 
Café DuMond Breakfast

43. 
Team Lunch break

44. 
Team night out

45. 
Last Night Team Meal

46. 
Learning Together - Day 4

47. 
Post trip responses - advice for new PACE participants
Experienced PACE participants
C - I would suggest to try to be
independent by going to different places
and restaurants with mixed up groups and
not just PACE people. Try to find your
one job that works. Tell the team you are
flexible and that you can do many
different things.
J - Brainstorm on strategies to deal with
stress and anxiety and how to interact
with both PACE team members and non-
PACE team members. (the first time)
because we weren’t prepared to go
outside into the world and interact with
non-PACE people.
2013 PACE participants
A - I would tell them that one of the
things we did was to meet up with people
on the trip ahead of time.
K – it is a different area so watch out for
more people on the street asking for
money or weather conditions. I wouldn’t
call it a dangerous community.
J – They are going to be working as a team
with other people and getting to know
new people.
M - are you interested in helping the
service team of New Orleans?

48. 
 How does/will the introduction of students with
differing abilities impact your work as service-
learning providers?
 What more do you need to know/do to develop
more inclusive service teams?
Reflective Question

49. 
Resources:
Kaye, C.B., (2010), The Complete Guide to Service
Learning: proven, practical ways to engage students in
civic responsibility, academic curriculum, & social
action, Free Spirit Publication, Inc., Minneapolis, MN.
Gelmon, S.G., Holland, B.A., Driscoll, A., Spring, A.,
Kerrigan, S., (2001), Assessing Service-Learning and
Civic Engagement: principles and techniques, Campus
Compact, Boston, MA.
Jacoby, B. and Associates, (1996), Service-Learning in
Higher Education: concepts and practices, Jossely-
Bass, San Francisco, CA.

50. 
Carol Burns –Consultant, Bethesda College
Adjunct Professor Special Education
Concordia University Wisconsin
cburns068@gmail.com
Karen Roth - President, Partnerships in Education &
Service, Northfield, IL.
karen.roth17@gmail.com
Thank you!