Evidence-Based Practices to Promote Inclusion in Catholic Schools

Autor/inn/en	Smith, Sean J.; Cheatham, Gregory A.; Mosher, Maggie
Titel	Evidence-Based Practices to Promote Inclusion in Catholic Schools
Quelle	In: Journal of Catholic Education, 23 (2020) 2, S.111-135, Artikel 10 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Evidence Based Practice; Inclusion; Catholic Schools; At Risk Students; Students with Disabilities; General Education; Reading Instruction; Writing Instruction; Mathematics Instruction; Instructional Effectiveness; Social Emotional Learning; Executive Function; Skill Development; Educational Change; Academic Standards; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Inklusion; Katholische Schule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Leseunterricht; Schreibunterricht; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsreform
Abstract	The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). These are practices that have been developed to address the needs of all students, particularly learners who are considered at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectation that all students should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and strategies to help ensure the successful inclusion of students with disabilities, if not all students, in Catholic schools. This article will: (1) define evidence-based practices (EBPs) in order to contextualize their use in Catholic schools; and (2) offer an explanation of the various EBPs currently shown to facilitate inclusion within the general education environment. [Note: The page range (111-134) shown on the PDF is incorrect. The correct page range for this article is p111-135. The following article begins on page 135.] (As Provided).
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