Education Commons^™

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 …

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.

Employment First In A Time Of Pandemic, Julie J. Christensen Phd, Msw

Developmental Disabilities Network Journal

No abstract provided.

Swim Instruction For Individuals With Developmental Coordination Disorder, Susan J. Grosse

International Journal of Aquatic Research and Education

Almost every swim teacher has encountered an individual who had difficulty learning to swim, whose movements appeared dissimilar from peers, or who needed to repeat swim course instructional levels many times. That individual might have had difficulty with sport activities, handwriting, and been clumsy in gross and fine motor tasks. Difficulty with coordination and control of movement may suggest a diagnosis of developmental coordination disorder (DCD). Individuals experiencing DCD may feel left out, inadequate, unhappy, frustrated, and embarrassed by his or her ineptness. These feelings may result in an individual withdrawing or refusing to join in and participate in physical …

3d Printing: The Effect Of Adapted Mallets On The Participation Of Children With Severe And Multiple Disabilities, Vienna Sa

Pacific Journal of Health

The purpose of this study was to determine the changes in two measures of participation for a small sample of children with severe and multiple disabilities when using adapted mallets for instruments. The two measures of participation were: decibel level (dB) and frequency of sound produced. Three children between the ages of 5 and 11 years old participated in a single music therapy session testing four different popular adapted mallets, and a control mallet. A 3D-printed mallet grip was among the adapted mallets and was customized to the individual’s hand contour. The sessions tested all five mallets in random order …

Effectiveness Of An Intensive Drowning Prevention Program And Skills Retention By Children With And Without Disabilities, Anna L. Forde Otd, Otr/L, Ctrs, Emily A. Zeman Otd, Ms, Otr/L, Lynn Clarke

International Journal of Aquatic Research and Education

This study examined the effectiveness of a drowning prevention program and the retention of swimming and water safety skills for 3-14 year-old children with and without disabilities. The intensive program, SWIM Central, used a top-down approach to teach 6 swimming and water safety skills during 10, 30-minute sessions. A post-participation parent survey results suggested that children ages 3-14 with and without disabilities who had previously participated in SWIM Central retained swimming and water safety skills to a similar degree. The current swim skill assessments showed that there was not an overall difference in swim skill performance in the presence of …