From Inclusion for Some to Inclusion for All: A Case Study of the Inclusion Program at One Catholic Elementary School

Autor/in	Paz, Emily
Titel	From Inclusion for Some to Inclusion for All: A Case Study of the Inclusion Program at One Catholic Elementary School
Quelle	(2013), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola Marymount University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-2166-5
Schlagwörter	Hochschulschrift; Dissertation; Catholic Schools; Elementary Schools; Disabilities; Mixed Methods Research; Case Studies; Barriers; Inclusion; Social Justice; Program Development; Interviews; Rating Scales; Educational Practices; Instructional Leadership; Parent Attitudes; Teacher Attitudes; Faculty Development; Educational Resources; Religious Factors + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Katholische Schule; Elementary school; Grundschule; Volksschule; Handicap; Behinderung; Case study; Fallstudie; Case Study; Inklusion; Soziale Gerechtigkeit; Programmplanung; Interviewing; Interviewtechnik; Rating-Skala; Bildungspraxis; Instruction; Leadership; Bildung; Erziehung; Führung; Elternverhalten; Lehrerverhalten; Bildungsmittel
Abstract	Catholic schools in the United States have grappled with how to serve students with disabilities without the funding sources available to public schools. This mixed methods case study examines the driving forces, restraining forces, and social justice issues that influenced the development of an inclusion program at one Catholic elementary school. The case analyzed is the inclusion program at "St. Ignatius" Elementary School. Fourteen interviews with individuals heavily involved in the program were triangulated with qualitative analyses of the content of artifacts from the inclusion program and quantitative data from a rating scale on ideal inclusive practices completed by ten teachers at the school site. Themes from the literature on Catholic inclusive education were also used to illuminate the findings. The study identified the driving forces of leadership, teacher buy-in, the partnership between the school and parents, and the concept of the parish as "one big family." Restraining forces included negative parent perceptions and deficits in capacity and resources. Current practices included increased professional development and resources, honest assessment, and the concept that inclusion serves all students. Interview participants felt that Catholic beliefs and teachings provided the social justice framework. The school site and archdiocese can further examine the paradigm shift required to implement Catholic school inclusion, increasing teacher professional development, the role of charismatic leadership, and serving gifted students. Further studies could explore socioeconomic variables, how inclusion affects other students, and whether the Catholic school environment provides advantages in implementing inclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01