Education Commons^™

Cultivating The Talent Of Educators For Learning And Belonging, Molly Mcmahon, Theresa Pileggi-Proud

Journal of Catholic Education

As schools endeavor to implement the recommendations of Cultivating Talent: A National Study Examining Pathways to Increase the Presence of Hispanic Teachers and Leaders in Catholic Schools (“Cultivating Talent”), this education in practice article presents research-informed recommendations that can be implemented immediately by Catholic schools in order to strengthen student-teacher relationships and create a positive school climate that increases all students’ learning and sense of belonging.

Examining Teacher Advocacy For Full Inclusion, Jill Bradley-Levine

Journal of Catholic Education

This critical ethnography examined the motivations of, and processes used by teachers to advocate for the inclusion of students with exceptionalities in their Catholic school. Because students with exceptionalities have been marginalized in K-12 Catholic schools, learning more about teachers who have been successful advocates on their behalf is essential to building more inclusive schools, as well as inclusive local and global communities. The findings of this study help to identify some key elements for teacher-led advocacy including practices that align with ethical leadership and that encourage teachers to take risks and pursue passions when there is potential for positive …

Defining Inclusionary Practices In Catholic Schools, Sean J. Smith, G Cheatham, Jennifer M. Amilivia

Journal of Catholic Education

The purpose of this article is to provide Catholic educators, administrators, families, and broader parish communities an understanding of critical elements required to effectively include all students, particularly those with disabilities, in Catholic schools. With an understanding that Catholic schools enroll and will continue to add not only students with disabilities, but also other students who may struggle with learning in some manner, the Catholic school community needs to keep abreast of effective practices that facilitate meaningful inclusion. This is especially relevant for those Catholic families who desire a Catholic education for their children with disabilities, as well as their …

Evidence-Based Practices To Promote Inclusion In Today’S Catholic School, Sean Smith, G Cheatham, Maggie Mosher

Journal of Catholic Education

Abstract

The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectations that all student should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and …

To Act With Justice And Love Tenderly: Exploring The Church’S Call For Inclusion, Michael J. Boyle

Journal of Catholic Education

This paper explores some of the documents that provide a foundation for the Church and its ministries to deliver justice and mercy to all, including students with disabilities. First, Catholic Social Teaching (CST) traditions will be presented as the foundation to some of the documents of the American Church. A chronology of the documents of United States bishops will trace the flow of CST as the impetus for designing and delivering programs for students with disabilities in Catholic schools. Implications for Catholic schools are outlined for next steps for implementation.

A Framework For All: Building Capacity For Service Delivery In Catholic Schools, Michael Faggella-Luby, Christie Bonfiglio

Journal of Catholic Education

The challenge to include students with disabilities in Catholic schools requires a comprehensive system of service delivery to meet student need and avoid pathologizing individuals as problems. The purpose of this article is to provide an overview of Multi-tiered Systems of Support (MTSS), a framework for organizing resources, delivering services, and measuring success that directly addresses the mission of Catholic Schools to truly serve all students. MTSS is a research-based and systematic service delivery model that provides tiered supports based on individual learner need. MTSS is defined and contextualized to address both academic and behavioral supports for all students. A …

The Absence Of Asterisks: The Inclusive Church And Children With Disabilities, Erik W. Carter

Journal of Catholic Education

Congregations are called to be communities of belonging. Yet, many churches struggle to meaningfully include children with disabilities and their families in all aspects of parish life. This article addresses 10 dimensions of belonging and their relevance to the inclusion of individuals with disabilities in their faith communities. To belong involves being present, invited, welcomed, known, accepted, cared for, supported, befriended, needed, and loved (Carter, Biggs, & Boehm, 2016). I address the importance of each of these areas, highlight relevant research, and suggest areas for reflection and response.

Why Inclusion Isn’T Coming, It Is Already Here: Catholic Schools And Inclusive Special Education, Michael N. Faggella-Luby, Max Engel

Journal of Catholic Education

Catholic school personnel are increasingly recognizing that many of their students, including students with disabilities, need and benefit from inclusive educational practices. These oftentimes ad hoc practices are motivated by the Catholic identity and mission of the school, as well as the diverse educational needs of students. This article responds to these recognized realities, arguing that Catholic Social Teaching (CST) and the practical reality of academically diverse students requires understanding disability as being unique to each student, though within categories recognized in the Individuals With Disabilities Act (IDEA) that serve as starting points for interventions. CST and the recognition of …

Inclusion In Catholic Schools: From Inception To Implementation, Christine Bonfiglio, Karen Kroh

Journal of Catholic Education

Inclusion of students with diverse learning needs, including those with disabilities, in Catholic schools is becoming more prevalent. Despite a long history of the call to serve all learners, Catholic schools have been slow to welcome students who are academically and behaviorally diverse. Meeting the needs of all learners requires understanding the concept of inclusion, removing barriers, and implementing inclusive educational practices. This article defines inclusion and its prevalence in Catholic schools in comparison to national trends in the public domain. Identified barriers to successful inclusive education are identified and described. Additionally, effective practices are outlined and illustrated using a …

Introduction To The Special Issue: The Challenges And Opportunities Of Including The Lgbtq Community In Catholic Education, Karen Huchting, Emily Fisher

Journal of Catholic Education

This special issue is dedicated to disseminating recent research about the opportunities and challenges of including the LGBTQ community in Catholic education. The relationship between Catholic educational institutions and people who are lesbian, gay, bisexual, transgender, and questioning (LGBTQ) can be complicated. As Catholic organizations, Catholic schools are governed by the rules of the church, and as educational institutions, Catholic schools must be responsive to the needs of students, families, and communities, as well as to changes in the larger sociopolitical landscape. LGBTQ people, whether students, parents, teachers, or administrators, exist in Catholic educational institutions, yet there has been a …

Incorporating A Class-Wide Behavioral System To Decrease Disruptive Behaviors In The Inclusive Classroom, Kathleen B. Aspiranti, Alanna Bebech, Kristen Osiniak

Journal of Catholic Education

The Color Wheel System is a class-wide behavioral intervention that provides clear rules and expectations to decrease inappropriate behaviors. We implemented the Color Wheel in two classrooms that included students with autism to explore the effectiveness of the Color Wheel in inclusive classrooms within a Catholic elementary school setting. During implementation, there were large and immediate decreases in inappropriate vocalizations in both classrooms. The majority of the students liked the intervention, and the teachers saw positive changes in student behavior and wanted to use the Color Wheel with future classes.

Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf

Journal of Catholic Education

After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)—a Catholic PK-8 school in Southern California—implemented an 18-month professional development (PD) program to improve teachers’ inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; …

An Investigation Of The Attitudes Of Catholic School Principals Towards The Inclusion Of Students With Disabilities, Michael J. Boyle, Claudia M. Hernandez

Journal of Catholic Education

Catholic school principals typically serve as the prime decision-makers in admission and enrollment issues. A key factor in this decision-making can be the principals’ perceptions and attitudes about servicing students with disabilities within a Catholic school context. The purpose of the present study is to investigate the attitudes and perceptions of Catholic school principals toward inclusion of students with disabilities in Catholic schools. Overall, a majority of surveyed principals reported a positive attitude toward including students with disabilities. Some significant relationships were found between principal’s pervious experiences with students with disabilities and the principals’ willingness to enroll students with disabilities. …

Students With Developmental Disabilities In Catholic Schools: Examples In Primary And Secondary Settings, Meghan M. Burke, Megan M. Griffin

Journal of Catholic Education

While some Catholic schools include students with disabilities, few serve students with significant support needs. This paper offers two distinct models of including students with developmental disabilities in Catholic schools at the primary and secondary level. Describing programs at Children of Peace School and Notre Dame College Prep School, this paper discusses each program’s history, funding, student composition, programming, transition supports, and outcomes. Implications of these models are discussed, as well as the need for further inclusion of students with disabilities in Catholic and other private schools.

Keywords

developmental disability, inclusion, religion, Catholic education

Élèves atteints de troubles du développement …

Aquinas On Inclusion: Using The Good Doctor And Catholic Social Teaching To Build A Moral Case For Inclusion In Catholic Schools For Children With Special Needs, Mary Carlson

Journal of Catholic Education

This article discusses the present status of students with disabilities in Catholic schools. It then builds the case, based upon the teachings of St. Thomas Aquinas and Catholic Social Teaching, that Catholic Schools, to remain true to Church teachings, must offer special educational services. The article concludes with recommendations for research and practice related to inclusion in Catholic schools.

Résumé
St Thomas d’Aquin sur l’inclusion scolaire : Montrer le bien-fondé moral de l’inclusion des enfants handicapés dans les écoles catholiques en utilisant l’enseignement du docteur de la foi et de la doctrine sociale catholique

Cet article évoque le statut actuel …