Why Inclusion Isn't Coming, It Is Already Here: Catholic Schools and Inclusive Special Education
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| Title: | Why Inclusion Isn't Coming, It Is Already Here: Catholic Schools and Inclusive Special Education |
|---|---|
| Language: | English |
| Authors: | Faggella-Luby, Michael N., Engel, Max T. |
| Source: | Journal of Catholic Education. Fall 2020 23(2):30-54. |
| Availability: | Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Inclusion, Educational Change, Catholic Schools, Special Education, Students with Disabilities, Elementary Secondary Education, Models, Regular and Special Education Relationship, Educational Legislation, Federal Legislation, Equal Education, Institutional Mission, Incidence, Misconceptions, Identification (Psychology) |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| ISSN: | 2164-0246 |
| Abstract: | Catholic schools are called to serve all of God's children, including students with disabilities who require and benefit from inclusive practices. Inclusionary practices align with Catholic Social Teaching (CST), Catholic identity, and the mission of the Catholic schools. This article frames CST's foundation for inclusive practices in Catholic schools, defines disabilities and explains relevant educational terms, summarizes models of inclusion, and debunks five common misperceptions about inclusion of students with disabilities in Catholic schools. Educators will be heartened through greater clarity of theological motivation for admitting students with disabilities, provided insight about various disability characteristics to inform instructional planning, and invited to reflect on how to deliver services to all students across a continuum of least restrictive environments. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1286581 |
| Database: | ERIC |
| Abstract: | Catholic schools are called to serve all of God's children, including students with disabilities who require and benefit from inclusive practices. Inclusionary practices align with Catholic Social Teaching (CST), Catholic identity, and the mission of the Catholic schools. This article frames CST's foundation for inclusive practices in Catholic schools, defines disabilities and explains relevant educational terms, summarizes models of inclusion, and debunks five common misperceptions about inclusion of students with disabilities in Catholic schools. Educators will be heartened through greater clarity of theological motivation for admitting students with disabilities, provided insight about various disability characteristics to inform instructional planning, and invited to reflect on how to deliver services to all students across a continuum of least restrictive environments. |
|---|---|
| ISSN: | 2164-0246 |
