Potential and challenges of service-learning as an inclusive methodology for competency development in students with SEN

Abstract

Service-learning (SL) is a pedagogical methodology that combines academic learning with community service, promoting inclusion and the development of transversal skills. This study is based on a non-systematic theoretical scoping review, conducted and reported in accordance with the PRISMA-ScR guidelines, which analysed how SL can contribute to developing transversal communication and cooperation skills in students with Special Educational Needs (SEN). It analyses programs that have facilitated the active participation of students with Special Educational Needs (SEN) in educational and community settings. The findings suggest that using the SL methodology enhances educational inclusion, allowing students with SEN to improve their communication and teamwork skills in real-world contexts. Additionally, this methodology has been observed to strengthen self-esteem and a sense of belonging, facilitating interaction with peers and community members. However, its implementation poses significant challenges, such as the roles assumed by individuals with disabilities in these projects and the assessment of the general skills acquired through participation in SL initiatives. Nonetheless, this study concludes that SL is an ideal tool for the holistic education of students with SEN, as it fosters a more inclusive, equitable, and participatory form of education. Despite its potential, this methodology remains underexplored. There is a critical need to precisely define project structures and designs that address barriers to learning, participation, and access for community project participants.