Abstract
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 student needs necessitate that teachers be equipped with the appropriate intervention skills, and convincing school communities to embrace this responsibility. To this end, current educational terms are defined and explained, models of inclusion are summarized, and five common misperceptions about inclusion of students with disabilities in Catholic schools are debunked.
DOI
10.15365/joce.2302042020
First Page
30
Last Page
54
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Faggella-Luby, M. N., & Engel, M. (2020). Why Inclusion Isn’t Coming, It Is Already Here: Catholic Schools and Inclusive Special Education. Journal of Catholic Education. https://doi.org/10.15365/joce.2302042020
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary Education Commons, Other Education Commons, Secondary Education Commons
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