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Service-Learning and Accessibility: A Two-Fold Approach
by Mary Zimmerle

It is often very easy for non-disabled individuals or for those who have little contact with disabled people to forget about the importance of accessibility issues in their communities. U.S. Census data indicate, however, that twenty percent of Americans have some type of disability, a percentage that will increase as the population ages. Because accessibility options allow disabled people, young and old, to live normal, healthy and active lives without the stigma of being different, this issue is a very pertinent one to address in both special needs and non-special needs classrooms.

Service-learning can play a two-fold role in accessibility issues, functioning as a medium to examine the issues of accessibility and educate the community about these issues, and serving as a means to actively practice accessibility in the classroom and in service-learning itself.

In its most simple form, service-learning can allow classrooms to be advocates for accessible options in the community and can encourage classes of non-disabled students to learn about options or difficulties concerning disabilities that they may have never considered. Accessibility options can also be created within all service-learning projects, from accessible community gardening, webpages and technology, or any number of project ideas. Practicing accessibility within the service-learning project itself, however, can be a rewarding venture for both disabled and non-disabled students and can allow for joint projects between those students.

One of the best qualities about service-learning is that cooperative learning and action can be easily integrated into each project. Classrooms that usually do not include special needs children can co-create projects with special needs classes that utilize the talents and skills of all students. In this way, teachers can avoid placing special needs students in the “needing” and “receiving” end of service, a position that people with disabilities often unwillingly or unhappily occupy. Instead, all students, disabled or not, have the opportunity to help the community at large and each other. By utilizing students' different abilities in the project, the results will be richer and more meaningful. These projects can focus directly on accessibility issues, or can concentrate on an unrelated issue. Students will emerge from the experience with an increased understanding and acceptance of one another, while reinforcing character traits of compassion and patience that are kindled in these projects.

Overall, these service-learning experiences, whether advocating accessibility, practicing accessibility or doing both at the same time, can offer all students a broader learning experience and sense of community need.

The following are some helpful links for project ideas for special ed and regular classes, and for classes who have had little exposure to disabled people:

Since technology has become especially important to the everyday workings of school, business and life, accessibility options for the disabled are essential. Service-learning projects that focus on accessible technology can offer non-disabled students a closer look at the needs of others and disabled students a direct hand in making webpages and other computer-focused tasks more disability-friendly. Check out TechSoup for some ideas and suggestions about how to create accessible webpages:

Accessibility Online

Building Accessible Web Sites in Seven Steps

Community gardening projects could benefit from this page that links to articles concerning accessible gardening:

Handicap Accessible Gardening


Many students who are not disabled have little experience with or exposure to disabled people, and can often exhibit behavior that shows a misunderstanding of the lives of those who are disabled. Check out these articles to help engender in non-disabled students some deeper understanding about disabilities:

Life Support: A special son
Different doesn't mean lesser to children with disabilities

Newsmaker / On a roll: Ross man relishes role as advocate for independence, dignity of disabled