Abstract
As Catholic schools continue to excel academically, some parents, teachers, and board members question the availability and advisability of effective teaching for all students. This article outlines a comprehensive approach to meeting the needs of all students in Catholic schools, including students with special needs. Following a plan that calls for collaborative problem solving and an intervention assistance team, the authors provide a first-hand account of how one school successfully serves a diverse student population.
DOI
10.15365/joce.0303082013
First Page
342
Last Page
354
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Frey, M., Hecker, K., Hardy, D., Herzog, S., Paulette, T., & Robinson, J. (2000). Collaborative Problem-Solving: The Journey of Dayton Catholic Elementary School. Journal of Catholic Education. https://doi.org/10.15365/joce.0303082013
CatholicEdJrnl
