ENHANCED LEARNING, EMPOWERING LIVES: A COMMUNITY- BASED LEARNING APPROACH FOR STUDENTS WITH SPECIAL NEEDS

<p><span lang="EN-US">Community-Based Learning (CBL) integrates academic learning with community engagement, enabling students to apply theoretical knowledge to real-world projects while fostering civic responsibility, critical thinking, and personal growth. This concept paper explores CBL in the Service-Learning Project (SLP) initiative at MINDS Woodlands Gardens School (WGS), <span>combining</span><span> </span><span>community</span><span> </span><span>service</span><span> </span><span>with</span><span> </span><span>curriculum</span><span> </span><span>learning</span><span> </span><span>to</span><span> </span><span>enhance</span><span> </span><span>inclusivity</span><span> </span><span>and</span><span> </span><span>support</span><span> </span><span>students </span>with intellectual disabilities, including autism spectrum disorder (ASD) and high support needs. The<span> </span>initiative<span> </span>aligns<span> </span>with<span> </span>the<span> </span>Ministry<span> </span>of<span> </span>Education’s<span> </span>Values-in-Action<span> </span>(VIA)<span> </span>framework<span> </span>to<span> </span>promote empathy, civic responsibility, and 21st-century skills.<span> </span>The paper examines the application and impact<span> </span>of<span> </span>CBL<span> </span>in<span> </span>a<span> </span>Singapore<span> </span>special<span> </span>education<span> </span>(SPED)<span> </span>school<span> </span>context<span> </span>through<span> </span>the<span> </span>SLP<span> </span>at<span> </span>WGS. It<span> </span>highlights<span> </span>the<span> </span>initiative’s<span> </span>role<span> </span>in<span> </span>enhancing<span> </span>inclusivity,<span> </span>practical<span> </span>learning,<span> </span>and<span> </span>fostering<span> </span>key<span> </span>skills while addressing challenges in implementation. The SLP applies CBL theory and Kolb’s experiential learning model, incorporating community projects and reflection using Driscoll’s Model of Reflection. Data from observations, student journals, and teacher feedback were analyzed thematically to assess self-determination, social-emotional development, and community integration.<span> </span>The project engaged 79.5% of junior and senior students and 77.9% of high-support-needs students in tiered roles, in collaboration with four community partners. It strengthened<span> </span>community partnerships, integrated<span> </span>curriculum effectively, and provided authentic learning experiences. Feedback highlighted improvements in social-emotional skills, self- <span>determination, and civic responsibility, though task suitability for students with high-support-needs </span>requires<span> </span>further<span> </span>refinement.<span> </span>Building<span> </span>on<span> </span>2024’s<span> </span>achievements,<span> </span>the<span> </span>SLP<span> </span>will<span> </span>continue<span> </span>in<span> </span>2025<span> </span>with a focus on sustainability and addressing identified challenges to enhance its impact further.</span></p>