Experiential Learning and Inclusion through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments

Autor/inn/en	Wilson, Wesley J.; Theriot, Elizabeth A.; Richards, K. Andrew R.; Trad, Alyssa M.; Schriner, Lauren
Titel	Experiential Learning and Inclusion through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments
Quelle	In: Quest, 73 (2021) 3, S.245-263 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Wesley J.) ORCID (Richards, K. Andrew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2021.1917428
Schlagwörter	Kinesiology; Physical Education; Disabilities; Higher Education; Service Learning; Program Development; Experiential Learning; Accessibility (for Disabled); Inclusion; Interpersonal Relationship; Adapted Physical Education; Program Effectiveness; Preservice Teacher Education; Allied Health Occupations Education + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Service-Learning; Programmplanung; Experiental learning; Erfahrungsorientiertes Lernen; Accessibility; Zugänglichkeit; Inklusion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Adapted physical activity-based service-learning programs that pair kinesiology and physical education preservice professionals alongside people with impairments are common across college and university settings. It is critical, however, that these programs be developed in a way that meets the needs and educational interests of both university and community stakeholder groups. Grounded in experiential learning theory and an inclusion framework based on relational ethics, the purpose of this paper is to propose empirically- and theoretically-informed recommendations to guide the development, implementation, and ongoing evaluation of adapted physical activity-based service-learning programs for people with impairments. In presenting our conceptual understanding through a new model, we pose three generative questions related to the requirements of service-learning and developing programs for and with both preservice kinesiology professionals and members of the community being served. We conclude with recommendations for research related to the model that is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01