Special Education and the American Catholic School System

1953 ◽  
Vol 47 (5) ◽  
pp. 134-141
Author(s):  
Sister M. Paschalita
Keyword(s):  
Special Education ◽  
School System ◽  
Catholic School ◽  
American Catholic

scholarly journals Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 807
Author(s):  
Richard Rymarz
Keyword(s):  
Catholic Education ◽  
Religious Identity ◽  
School System ◽  
Catholic Schools ◽  
Cultural Context ◽  
Catholic School ◽  
Initial Position ◽  
Human Community ◽  
Common Values ◽  
Traditional Structures

This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City

2007 ◽  
Vol 41 (2) ◽  
pp. 403-432 ◽  
Author(s):  
Dylan Conger ◽  
Amy Ellen Schwartz ◽  
Leanna Stiefel
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
York City ◽  
School System ◽  
First Graders ◽  
Attendance Rates ◽  
Foreign Born ◽  
Older Students ◽  
Education Participation

Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region.

Transition Into and Out of Special Education Services by Young Australian School Children Between 2006 and 2010

2014 ◽  
Vol 38 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Ian Dempsey
Keyword(s):  
Special Education ◽  
School System ◽  
Special Education Services ◽  
Australian School ◽  
School Students ◽  
Education Services ◽  
The Status ◽  
Education Support ◽  
To Receive ◽  
Over Time

The extent to which school students continue to receive special education services over time is largely unknown because longitudinal studies are rare in this area. The present study examined a large Australian longitudinal database to track the status of children who received special education support in 2006 and whether they continued to access such support over a 4-year period. Nearly two thirds of the children receiving additional assistance in 2006 did not receive such assistance 4 years later. There were substantial variations in the principal reason for providing special education services to students over this period, and the relative academic performance of the students who received special education support across the 4 years substantially declined. The findings have ramifications for the way we consider changes in the needs of young children as they progress through the primary school system.

Special Education Teachers' Preferences for Sources of Software Evaluation Information

1989 ◽  
Vol 9 (3) ◽  
pp. 144-155 ◽  
Author(s):  
David B. Malouf ◽  
Janis Morariu ◽  
Doug B. Coulson ◽  
Vicki S. Maiden
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
School System ◽  
Software Evaluation ◽  
Software Documentation ◽  
Evaluation Procedures ◽  
Source Of Information ◽  
Evaluation Information

This article describes a survey of special education teachers' ratings of usefulness for specific items of software evaluation information and their preferences regarding the sources from which to obtain these items of information. The survey found that the highest usefulness ratings were given to items of information related to hardware compatibility, appropriateness for students, and software operation and use Software tryout without students was the most preferred source of information, followed by software documentation/manuals, and written ratings/descriptions from evaluations or reviews. Two other sources—talking with other educators and tryout with students—were preferred for relatively few items of information, and three sources—pictures of sample screens, school system lists of recommended software, and software catalogs/advertisements—were not highly preferred for any information. The results of the survey are discussed in relation to software evaluation procedures for use in the schools.

Evaluation of the Child With a Learning Disorder

PEDIATRICS ◽  
1976 ◽  
Vol 58 (3) ◽  
pp. 407-409
Author(s):  
Gwendolyn R. Hogan ◽  
Nell J. Ryan
Keyword(s):  
Special Education ◽  
Public School ◽  
Special Education Teachers ◽  
School System ◽  
Mentally Retarded ◽  
The State ◽  
Public School System ◽  
Learning Disorder ◽  
The Public ◽  
Specific Learning

In order to appreciate our approach to the evaluation of a child with a learning disorder it is necessary to provide some background material. The total population of the state of Mississippi consists of 2.2 million people of which 900,000 did not complete high school and 400,000 did not complete grade school. There are no publicly financed kindergartens and no compulsory school attendance laws in this state. Eighty-eight percent of the children who attend school are, however, educated in the public school system. The state is divided into 150 separate school districts and 1,140 special education teachers are provided for the entire state. Of these special education teachers, 1,000 are assigned to classes for the mentally retarded and the remaining 140 teachers provide instruction for children with specific learning disorders. In the Jackson Separate School District which includes the largest metropolitan area in the state there are 27,496 students enrolled in the public school system and of that number 852 students are in special education classes. Of these 852 students in special education, 644 are classified as educable mentally retarded, 100 are classified as trainable mentally retarded, and 108 are classified as having specific learning disabilities. This figure for children with specific learning disabilities is well below the estimated figure of 15% which has been determined by other surveys. The vast majority of children entering the first grade have been exposed to no structured learning situation. Routine testing for school readiness is not done in the public school system. Firstgrade students do receive vision and hearing screening tests which are administered by volunteers through the PTA.

Laying the Cornerstone, 1825–1846

2018 ◽  
Author(s):  
James W. Sanders
Keyword(s):  
Public Schools ◽  
School System ◽  
Personal Characteristics ◽  
Roman Catholic ◽  
Catholic School ◽  
Parochial School ◽  
Catholic Higher Education ◽  
The Public ◽  
Irish Immigrants ◽  
Boston Public Schools

Benedict Fenwick, the second Roman Catholic bishop of Boston, had a rocky relationship both with the continued influx of Irish peasants and the Boston establishment. His priority was to lay the groundwork for Catholic higher education in Boston rather than establishing a parochial school system. Given that the Boston public schools presented a clear challenge to the faith of the Roman Catholic newcomers, one might expect that there would be a concerted counter-effort to provide a Catholic school alternative. However, the overall parochial school effort in Boston was much less than would have been expected. The major reasons for this “failure” were (1) the nature of the Catholic newcomers, who were overwhelmingly destitute Irish immigrants with no tradition of schooling in their homeland; (2) Bishop Fenwick’s background and personal characteristics; and (3) the policies adopted by the Boston establishment that controlled the public schools.

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