Structuring a Service-Learning
Program to Benefit
Students with Disabilities
K. Andrew Richards
Wesley Wilson
William Robbins
Lori Eubank
AAHPERD 2012 – Boston, MA
Overview and Purpose
• During this presentation we will:
– Provide a detailed overview of what we have done
in setting up and coordinating PETE’s PALs
– Describe how PETE’s PALs provides an opportunity
for community engagement and service
– Share our positive experiences as well as those we
have learned from
– Help participants develop ideas for starting similar
programs in their localities
Service-Learning
• Volunteerism in the United States
• Service Learning in College Courses
– Experiential Learning Application of skills in the
real world (Dewey, 1938)
• Three key components (Bringle & Hatcher, 1996):
– Relevant/meaningful service in the community
– Enhanced academic learning
– Purposeful civic learning
• Reflection is key to successful servicelearning experiences (Domangue & Carson, 2008)
Physical Activity for Students with Disabilities
• Benefits of physical activity are well
documented (USDHHS, 2008)
• Children with disabilities experience similar
benefits (Murphy & Carbone, 2008; Durstine et al., 2000)
– Psychosocial benefits
– Confidence and self-esteem
– Maintenance and development of skill and fitness
• Opportunities for children with disabilities to
be active are limited (Newacheck et al., 1998)
– Leads to higher levels of obesity and lower levels
of physical fitness (Murphy & Carbone, 2008)
PETE’s PALs at Purdue University
Target Population and Recruitment
• Children/adolescents
between 3 and 18
• Range of physical, cognitive,
and emotional disabilities
• Inclusion philosophy
• Relationship with special
education teachers
• Connection to other
community organizations
• Flyers, mailings, word of
mouth, and website
School-University Connection
• One coordinator is a special
education teacher
• Provides strong ties into the
local school corporations
• Community of special
educators across local
school districts
• Since the target population
is so specific, these
connections are vital
Structure of PETE’s PALs
• Multi-layered organization
• Administrative Volunteers
– Program Coordinators
– Onsite Activities Directors
• Clinical Volunteers
– Head Clinicians
– Clinicians
• Clinician Recruitment
– Adapted Physical Education
– HK Department
– Cross-campus recruitment
Community Connection
• PETE’s PALs is held in a
large community center
• Partnership with community
center over several years
• Provides a wider audience
access to the program
• Gym space and zero-entry
are ideal for SWD
• Meeting rooms to connect
with parents and caregivers
Clinician Training
• Typically a week before the
program begins
• General and logistical
information
• Information about partner
(disability, contact info, etc.)
• Role play simulation
• Gymnasium activities and
aquatics preparation
• Clinicians connect and
learn from one another
Physical Activity Curriculum
• Curriculum Overview
– Skill Themes and Movement
Concepts (Graham et al, 2007)
– Large group activities
– Small group instruction
– Station activities
• Intended Outcomes
– Psychomotor
– Affective
– Cognitive
• Assessment and
individualized instruction
Aquatics Curriculum
• Curriculum Overview
– Levels of swimming
proficiency
– Large group instruction
– Swim instruction
– Unstructured activity time
• Intended Outcomes
– Skill improvement
– Aquatic/social interaction
– Improve self-efficacy
• Assessment and
individualized instruction
Parent Town Hall Sessions
• Informal conversations
and invited speakers
• Two nights per program
session (2nd and 4th)
• Involve parents in the
PETE’s PALs program
• Simple, important service
for the parents
• Conversations that keep
going outside the program
Program Evaluation
• PETE’s PALs is evaluated
regularly through:
– Online surveys
– Focus group interviews
– Informal discussions
• Evaluation has lead to
changes in:
– Curriculum,
– Program operations,
– Training sessions
• Reflection and program
improvement
Program Budget and Fundraising
• Program costs – t-shirts,
food, equipment, and
facilities rental (~$3,300)
• Child registration fees ($30)
• Donations from local and not
so local businesses
• Support from the HK Dept.
• Purdue University
Engagement Grants ($1,500)
• Create ways to make ends
meet without raising cost
Media and Publicity
• Help to publicize and reach
the community
• Local media have been
very supportive
• University press releases
• Purdue Today
• Boiler Bytes
• WLFI Lafayette
• HK Webpage
• Purdue Exponent
WLFI in Lafayette
PETE’s PALs
Website
What do the Parents Think?
Connection to Service-Learning
• PETE’s PALs and APE at
Purdue University
• Class discussions and
post-program meetings
• Clinician reflection and
journaling
• Writing learning objectives
• Connections to disciplines
outside of HK
Small Group Discussions
• What types of opportunities are there for SWD to be
active in your community?
• What are some strategies that you could use to
include SWD within your curriculum?
• What types of resources would your school need to
start a program like this?
• How would a program like this benefit your
community (college students and/or SWD)?
Conclusions and Future Directions
• PETE’s PALs promotes community service
and undergraduate student engagement
– Recipient of 2012 Purdue Focus Award
• Meets the physical activity needs of local
SWD, but is only the beginning
• College students really enjoy the experience
– 112 applicants last semester!
• Future for the PETE’s PALs program and
connection to scholarship
Thank You!
Questions or Comments