Abstract
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 strategies to help ensure the successful inclusion of students with disabilities, if not all students, in Catholic schools. This article will: 1) define evidence-based practices (EBPs) in order to contextualize their use in Catholic schools and 2) offer an explanation of the various EBPs currently shown to facilitate inclusion into the general education environment.
DOI
10.15365/joce.2302102020
First Page
111
Last Page
134
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Smith, S., Cheatham, G., & Mosher, M. (2020). Evidence-based Practices to Promote Inclusion in Today’s Catholic School. Journal of Catholic Education. https://doi.org/10.15365/joce.2302102020
Included in
Disability and Equity in Education Commons, Other Education Commons, Special Education and Teaching Commons
CatholicEdJrnl
