Abstract
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 Catholic school example. To this end, the article aims to introduce proven effective practices for successful implementation in the hope that more Catholic schools will embrace this mission and effectively meet the needs of all students.
DOI
10.15365/joce.2302122020
First Page
138
Last Page
164
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Bonfiglio, C., & Kroh, K. (2020). Inclusion in Catholic Schools: From Inception to Implementation. Journal of Catholic Education. https://doi.org/10.15365/joce.2302122020
CatholicEdJrnl