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Reflection : The Key to Social-Emotional Change Using Service-Learning

Curwin (1993) proposed that SL opportunities for students who are atrisk might help provide a way to break the devastating cycle of failure in which they find themselves. In addition, Curwin believed that SL would allow students to substitute caring for anger and replace low selfesteem with feelings of worth. A growing body of evidence demonstrates that social growth, empathy, academic achievement, and positive regard for others are all positively impacted when typical students participate in SL in school settings (McPherson, 1997; Schumer, 1997). There are nonetheless, few studies that assess the impact of SL on students with disabilities. However, as Brill (1994) noted, the question facing practitioners is whether SL affects students with disabilities’ socialization, behavior, attitudes, attendance, academic skills, functional skills and relationships with non-disabled peers in the community at large. 30