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dc.creatorFaggella-Luby, Michael N.
dc.creatorEngel, Max
dc.description.abstractCatholic 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.en_US
dc.description.statementofresponsibilityFaggellla-Luby (EDUC)
dc.publisherLoyola Marymount University
dc.sourceJournal of Catholic Education
dc.subjectacademic diversity
dc.subjectlearner characteristics
dc.subjectCatholic schools
dc.titleWhy Inclusion Isn't Coming, It Is Already Here: Catholic Schools and Inclusive Special Education
dc.rights.holderFaggella-Luby et al
dc.rights.licenseCC BY 4.0
local.collegeCollege of Education

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