Effects of Co-Teaching Based Service Learning Embedded in Social Studies on Students With and Without Disabilities in Elementary Inclusive Classes

The purpose of this study was to develop and implement a co-teaching based ‘service learning’ embedded in social studies curriculum of the fifth grade, and to examine its effects on students’ sense of community, citizenship competency, interest in social studies, and peer networks among students with and without disabilities in elementary inclusive classes. The participants were 85 fifth graders(4 with disabilities and 81 without) from four inclusive classes at an elementary school in Seoul, South Korea. A pretest-posttest control group design was employed. The experimental group comprising two inclusive classes(n=43; 2 students with disabilities and 41 without) participated in a 23-session service learning program, which was collaboratively taught by general and special education teachers. In contrast, the control group(n=42; 2 students with disabilities and 40 without) received instruction using the standard social studies textbook. The results showed that students without disabilities in the experimental group demonstrated significant improvements in their sens of community, citizenship competency, and interest in social studies. Similarly, students with disabilities in the experimental group showed greater gains in these variables compared to their peers in the control group. In addition, in terms of peer networks, students without disabilities exhibited positive changes, and students with disabilities demonstrated an increase in out-degree centrality. This study is significant in that it is the first to develop and implement a service learning program embedded within the regular curriculum of inclusive classes in Korea. Notably, the program was implemented through co-teaching of general and special education teachers, and its effectiveness was confirmed for both students with and without disabilities.