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Why Integrate Service and Reflection into Courses on Gerontology?

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Why Integrate Service and Reflection into Courses on Gerontology?

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Many students have had little exposure to the frail, isolated, or institutionalized elderly unless they have had such contact with family members who fit these categories. In our age-graded society, young people do not often or regularly interact with well community-dwelling older adults. Thus, their personal experience with the varied needs of elders is quite limited. Service can provide the context in which the academic content in a course on aging comes to life. It enables students to learn firsthand how older persons social worlds can shrink when they live in an institutional setting, are homebound, or reside in a long-term care facility. Service experiences enable students to meet with and talk with elders who share their varied life experiences and provide perspectives on life that have emerged as the result of living through the events and history of the past century. Service allows students to witness public policy in action and to participate in the delivery of services that i

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