Abstract
This study explores anew the issue of providing special education in Catholic schools by viewing the ethical implications from a liberatory hermeneutic. By utilizing an interdisciplinary perspective, the research draws upon liberation theology, liberation psychology, liberation pedagogy, and liberation ethics to support the moral mandate for providing education for all God’s children, including those persons with disabilities. The study challenges Catholic educational leaders to reimagine their positions on how schools might promote a more inclusive, liberatory approach to serving the special needs of children with disabilities. Finally, this research provides a Catholic, liberatory, ethical framework for inclusive Catholic education to assist school leaders in the development of appropriate pedagogy and programming to address the issue of inclusion of students with disabilities.
DOI
https://doi.org/10.15365/joce.2202032019
First Page
47
Last Page
72
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Carlson, M., & LaBelle, J. (2019). Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic. Journal of Catholic Education. https://doi.org/https://doi.org/10.15365/joce.2202032019
Included in
Disability and Equity in Education Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons
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