Integrating Service-Learning to Promote Inclusion in Teacher Training

Abstract

This article presents and analyzes a service-learning (SL) project funded by a private Spanish university during eight years and implemented in its Childhood and Primary Education degree programs to foster inclusive training methods. The pedagogical design follows a thorough review of the theoretical framework underlying its practical and educative significance. The project integrates the preparation of both qualified educators and socially committed citizens, promoting a shift in educational paradigms to meet the demands of an evolving social reality. Grounded in the SL methodology, the initiative seeks concrete ways to involve students in activities of institutions serving individuals with disabilities, focusing on the field of special educational needs. The analysis of this SL project demonstrates multiple benefits for both future teachers and partner organizations. From the perspective of service delivery, the participating associations report that students effectively addressed their needs and expectations. From the students’ perspective, SL fosters not only curricular learning but also significant personal growth (social impact, empathy, ethic of care…). The insights and competencies acquired through this experience are essential for individuals who will enter the educational system as professionals and have to address diversity in their classrooms and effectively promote the inclusion of their future disadvantaged students.