Response from the Field: Defining Inclusionary Practices in Catholic Schools

Autor/in	Reffett, Jill
Titel	Response from the Field: Defining Inclusionary Practices in Catholic Schools
Quelle	In: Journal of Catholic Education, 23 (2020) 2, S.81-83, Artikel 7 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Stellungnahme; Inclusion; Catholic Schools; Students with Disabilities; Religious Factors; Access to Education; Educational Practices; Case Studies; High School Students; Cost Effectiveness; Best Practices; Evidence Based Practice; Student Centered Learning; Educational Planning; Educational Quality; Risk; Nonprofit Organizations; Missouri (Kansas City) + Suchen Sie Ihr Suchwort? Inklusion; Katholische Schule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis; Case study; Fallstudie; Case Study; High school; High schools; Oberschule; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsplanung; Quality of education; Bildungsqualität; Risiko; Nonprofit-Organisation
Abstract	With an eloquent, and original, comparison of the Holy Family's faith and decisions surrounding acceptance of unexpected gifts to that of families who have one or more children with disabilities, the authors of this article capture an aspect of faith rarely captured within the previous arguments presented for why Catholics must embrace their call to educate all. Smith, Cheatham, & Amilivia (this issue) (EJ1286611) highlight the why, but quickly move into the how. By identifying the characteristics of an inclusionary setting followed by effective practices, Smith and colleagues provide a map, of sorts, for today's Catholic schools. In the struggle to meet the call where All are Welcome, this article reinforces to the field that key indicators are in place, successful efforts underway, and effective practices already identified and thus, available for Catholic schools to apply tomorrow. This is exemplified in the included case study that offers an illustration of what is possible without significant funds, without a separate infrastructure, and within a college preparatory high school environment, not the easiest setting for inclusion. St. Peter and Paul High School illustrates what happens when looking past "cost savings" as plan, and start to instead assess current best practices, and how those in combination with instructional and behavioral frameworks, evidence based practices and student centered planning, lead to high-quality inclusive Catholic schools. (ERIC).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01