The purpose of this study was to determine methods for and barriers to including students with disabilities in high school service learning programs (HSSLPs) with non-disabled peers. Focus groups were conducted with adult stakeholders at five schools nominated as having exemplary inclusive HSSLPs and at least 3 years experience implementing such programs. Methods for including students with disabilities addressed the categories of activity selection and structure, collaboration, expectations, encouragement, grouping, and modifications. Barriers clustered around the areas of teacher attributes and experience, organizational structure, planning, resources, and student characteristics. Implications for inclusive education, universal design for learning, access to the general curriculum, Individualized Education Programs (IEPs), and instruction are discussed.
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