This study utilized quantitative methodology, to explore regular education
students' attitudinal change towards students with severe disabilities thro
ugh the inclusion of special education students in service learning project
s. Regular education students were given an attitudinal questionnaire that
measured perceptions towards students with severe disabilities before engag
ing in an inclusive service learning project and then again, after its conc
lusion. The first intervention class contained 12 volunteers that implement
ed their semester-long project involving creation of a community, garden on
campus, with eight students with severe disabilities from a self-contained
special education transition class on campus. Thus, the students with seve
re disabilities were contributors to the se,vice with their same-age high s
chool peers. By contrast, the second intervention class consisted of 12 Out
door Education students whose service learning consisted of assisting eight
students with severe disabilities from the self-contained class on campus
at a Special Olympics event. As such these students with disabilities were
the receivers of service. A control group of students enrolled in a social
studies class, who did not participate in any service learning projects, al
so participated.