scholarly journals The Catholic School: Education of a Person with Disability in the Light of the Catholic Church Documents

Pedagogika ◽  
2014 ◽  
Vol 115 (3) ◽  
pp. 163-178 ◽  
Author(s):  
Vilija Targamadzė ◽  
Danguolė Gervytė
Keyword(s):  
Special Needs ◽  
Catholic Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Scientific Literature ◽  
Human Person ◽  
Catholic School ◽  
The Catholic Church

Relevance. On one hand Catholic schools have a tradition of caring for the weakest, of paying attention to each person and to his or her needs; on the other hand, factually, they do not differ from other schools in the aspect of integrating of people with disabilities, as shown by the sources studied. Why is there a discrepancy between the paradigm of Catholic education and its realization? Authors (J. M. Barton (2000), M. E. Blackett (2001), J. Ruškus (2002), D. A. Bello (2006), T. J. Long, M. J. Schuttloffl (2006), A. Galkienė (2008), M. Scalan (2009), C. Ch. Grima-Farrell (2012), who have studied inclusive Catholic education pay more attention to the pedagogical or administrative questions raised by inclusive education than to the philosophical basis of such a choice. As a matter of fact, the analysis of Catholic education under the aspect of inclusive education is a new thing in Lithuania. The practical use of the research is the evaluation of the situation, with the identification of the weak aspects of inclusive education in Lithuania. This would allow, in the future, modeling the organization of the education of pupils with special needs on the basis of the paradigm of Catholic education. Problem question for the research: what is the situation of inclusive education in Catholic schools in Lithuania? How is it related to the conception of inclusive education expressed by the documents of the Catholic Church? The aim of the research: on the basis of empirical research find out the tendencies of inclusive education in Catholic Schools in Lithuania according to the documents of Catholic Church. The objectives of the research: 1. Make a survey of scientific literature about inclusive education in Catholic schools. 2. Analyze the vision of inclusive education contained in Church documents and the Church’s declarations about persons with a handicap, their needs and their rights. 3. Analyze the inclusive education in catholic schools according to the documents of Catholic Church. Methods of the research: 1. Survey of scientific literature and research results on inclusive education in Catholic schools. 2. Analyze documents of the Catholic Church from Vatican II on Catholic education and persons with a handicap. 3. Case study on the education of people with disabilities in Catholic schools. The analysis of the understanding of inclusive education in Catholic schools shows that: 1. It is obvious that students with disabilities should be integrated – this is understood as a norm and as a natural consequence of the Christian understanding of the value of each human person. 2. We underline the qualitative aspect of inclusive education – how it can be organized while, at the same time, maintaining the major components of Catholic education. 3. Practical research shows that, although Catholic education is favorable to inclusiveness, there are many obstacles to its qualitative realization: there is often a lack of financial and human resources, and, as a result, a gap between theory and practice. The documents of the Catholic Church show very clearly the theological grounds of inclusiveness: the person is accepted for his/her own valuable and unquestionable contribution to the community as a human person, since the definition of a Catholic school corresponds to that of a Christian community in which various persons, joined by a common aim live out the values of the Gospel and collaborate. The empirical method was applied in 17 Lithuanian Catholic schools, all of which were analyzed not as multiple cases, but as part of one case-situation of Catholic schools in Lithuania. The empirical research findings reveal that inclusiveness often means that students with disabilities are accepted in the common educational process, but without adapted conditions necessary for a full participation in this process and for personal success. As far as religious education is concerned, students with special needs are integrated in common programs, but there is practically no adaptation or personalization of pastoral work or moral education. The role of the disabled person in forming a community with other students is enhanced, but the vertical, transcendental dimension of his/her mission, which is underlined by the theological approach of the documents, is not mentioned by the schools authorities. Comparison between declarations of the Church documents on people with special needs and the information received from the schools shows a discrepancy between the aim and the reality as evaluated by school authorities, which is more functional than philosophical.

scholarly journals KEKATOLIKAN SEKOLAH KATOLIK MENURUT PANDANGAN GEREJA

2019 ◽  
Vol 10 (1) ◽  
pp. 1-12
Author(s):  
Herman P. Panda
Keyword(s):  
Young People ◽  
Catholic Church ◽  
Vatican Ii ◽  
Catholic Schools ◽  
Catholic School ◽  
Educational Process ◽  
Children And Young People ◽  
Integral Education ◽  
The Catholic Church

In this article the author presents the views of the Catholic Church herself about the identity of Catholic schools. This view is spread in a number of Church documents both issued by the Vatican II and by the Pope and Roman Dicasteries. According to this view, Catholic schools have a basic call to educate children and young people to become individuals who have integrity, wisdom and firm faith. For this reason, every Catholic School must continue to maintain a supernatural vision, a strong anthropological foundation, an integral education, the spirit of unity and togetherness of all those involved in the educational process and sustained by the living testimony of the teachers.

Fidelity and Openness: A Christian Response to Pluralism

2000 ◽  
Vol 1 (1) ◽  
pp. 122-134 ◽  
Author(s):  
Bernadette O’Keeffe
Keyword(s):  
Religious Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Urban Poverty ◽  
Catholic School ◽  
Poverty Areas ◽  
Education Today ◽  
The Catholic Church

The paper gives an outline of the conception of the Catholic Church on its mission in education today, with particular reference to the Catholic school in its encounter with pluralism. Three models of Catholic schools in the encounter with children of other faiths are presented. A distinction is made between catechesis, religious education and evangelization. The paper focuses especially on the mission of Catholic schools in urban poverty areas.

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.

Is Personal Dignity Possible Only If We Live in a Cosmos?

2018 ◽  
Vol 92 ◽  
pp. 223-240
Author(s):  
John G. Brungardt ◽  
Keyword(s):  
Human Dignity ◽  
Catholic Church ◽  
Common Good ◽  
Human Person ◽  
Modern World ◽  
Human Being ◽  
Catholic Theology ◽  
Personal Dignity ◽  
The Universe ◽  
The Catholic Church

The Catholic Church has increasingly invoked the principle of human dignity as a way to spread the message of the Gospel in the modern world. Catholic philosophers must therefore defend this principle in service to Catholic theology. One aspect of this defense is how the human person relates to the universe. Is human dignity of a piece with the material universe in which we find ourselves? Or is our dignity alien in kind to such a whole? Or does the truth lie somewhere in between? The metaphysics of creation properly locates the human being in the universe as a part, ordered to the universe’s common good of order and ultimately to God. Human dignity is possible only in a cosmos; that this is concordant with modern scientific cosmology is briefly defended in the conclusion.

scholarly journals Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic

2019 ◽  
pp. 47-72
Keyword(s):  
Special Education ◽  
Catholic Education ◽  
Students With Disabilities ◽  
Catholic Schools ◽  
Educational Leaders ◽  
Ethical Framework ◽  
Liberation Psychology ◽  
Persons With Disabilities ◽  
Ethical Implications ◽  
Liberation Pedagogy

This study explores anew the issue of providing special education in Catholic schools by viewing the ethical implications from a liberatory hermeneutic. By utilizing an interdisciplinary perspective, the research draws upon liberation theology, liberation psychology, liberation pedagogy, and liberation ethics to support the moral mandate for providing education for all God’s children, including those persons with disabilities. The study challenges Catholic educational leaders to reimagine their positions on how schools might promote a more inclusive, liberatory approach to serving the special needs of children with disabilities. Finally, this research provides a Catholic, liberatory, ethical framework for inclusive Catholic education to assist school leaders in the development of appropriate pedagogy and programming to address the issue of inclusion of students with disabilities.

scholarly journals Appraising the Quality of Diocesan Catholic Education in accordance with Philippine Catholic Schools Standards

2021 ◽  
Vol 4 (2) ◽  
pp. 80-89
Author(s):  
Rita O. Banusing ◽  
Joel M. Bual
Keyword(s):  
Quality Assessment ◽  
Catholic Education ◽  
Catholic Schools ◽  
Teacher Turnover ◽  
School Personnel ◽  
Catholic School ◽  
The Philippines ◽  
Length Of Service ◽  
Correlational Design

Catholic education is linked to the Church's evangelical mission. However, Catholic schools are confronted with the deterioration of values, teacher turnover, and decline in enrolment, posing threats to their mission and operation (Catholic Educational Association of the Philippines [CEAP], 2016). Hence, this assessed the quality of Catholic education of Antique diocesan schools using the Philippine Catholic Schools Standards (PCSS). Further, it identified areas for continuous improvement in the Catholic school operation. It also correlated the respondents’ age, sex, length of service, and designation with the quality assessment. With the descriptive-correlational design, the 120 school personnel responded through a standardized PCSS questionnaire. Generally, the assessment was rated “fully meets benchmark” with Catholic identity and mission as the highest and operational vitality as the lowest. The correlation showed no relationship between the age, sex, and length of service with the quality assessment while little if any relationship with the designation. Accordingly, the quality of Catholic education is attained through continuous adherence to the standards. With this, stakeholders’ collaboration is necessary.

scholarly journals FROM THE EXPERIENCE OF INTRODUCING INCLUSIVE TOURISM AMONG STUDENT YOUTH

2021 ◽  
pp. 44-50
Author(s):  
Оksana Kravchenko ◽  
Yuliia Pesotska
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Virtual Space ◽  
Social Adaptation ◽  
Active Involvement ◽  
Educational Integration ◽  
Scientific Papers ◽  
The University

The article “From the experience of introducing inclusive tourism among student youth” highlights the relevance and necessity of solving the problem of overcoming the barrier for the successful socialization of people with special needs. The article describes the experience and practices of implementing inclusive tourism during the educational process.Creating and ensuring appropriate conditions at the faculty for people with disabilities is one of the priority tasks. Involvement of students in solving such problems not only contributes to the development of their professional competencies, but also helps to develop communication skills with different categories of people, including people with disabilities. Integration and socialization of people with special needs at the faculty takes place through excursions, participation in various programs, writing scientific papers, etc. Active involvement of students with disabilities has a significant impact on their social adaptation in modern society.The development and implementation of programs promotes the development of inclusion at the university. Working with different agencies allows you to better explore the problem and find ways to solve it. It is worth noting that the faculty has a scientific and practical Center for Social and Educational Integration, and Inclusive Rehabilitation and Social Tourism “Without Barriers”, which is one of the main centers for creating a barrier-free educational environment.During the quarantine, the creation of an inclusive environment became relevant for the virtual space. Today, providing online services to people with disabilities is not an advantage but a necessity. The faculty actively studies the problem of inclusion at all levels and promotes its implementation. Keywords: inclusive education, inclusive tourism, people with special needs, overcoming barriers, socialization, integration, social adaptation, social and psychological rehabilitation.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

Inclusive and Special Education in the Middle East

2020 ◽  
Author(s):  
Hala Elhoweris ◽  
Efthymia Efthymiou
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Arab World ◽  
Middle Eastern ◽  
Special Educational Needs ◽  
Attitudes And Practices ◽  
Disability Awareness ◽  
Governmental Organizations ◽  
The Social

In the culturally diverse Middle Eastern Arabian world, there are incompatible ideas about and definitions of “inclusion” and “inclusive education,” which result in these terms being multifaceted and complex. The issues surrounding policies, the legislative frameworks—but also the attitudes and practices and their implications for individuals with Special Educational Needs and Disorders (SEND)—are explored in this paper, starting with some consideration of the official guidelines for providing inclusive education and how these are enacted according to the social or local conceptualizations that influence practice. Around the world, the tendency is to support special needs in mainstream classes with other children at all school levels in order to prevent marginalization, labeling, and social stigmatization. However, in the process of developing effective educational policies that benefit students with SEND in practice, it is useful to consider whether inclusion actually serves their needs. Though some progress has been reported in the social integration and inclusion of individuals with SEND, more light needs to be shed on whether, under current circumstances inclusion does indeed benefit people with special needs and disabilities. An analysis of the necessary parameters for supporting a learning environment for the benefit of all children in an inclusive mainstream class is necessary. The examination of inclusion-based practices can help to dispel the misconceptions that consistently surround the practice of educating students with disabilities in any inclusive environment. Recommendations are made for community-oriented sensitization programs and education campaigns but also school-based disability awareness programs and teacher training that could be promoted by governmental organizations, human rights bodies, and other stakeholders in the Arab world to support and empower people with disabilities.

The narrow road: Harry Midgley and Catholic schools in Northern Ireland

1997 ◽  
Vol 30 (119) ◽  
pp. 429-451 ◽  
Author(s):  
Michael McGrath
Keyword(s):  
Northern Ireland ◽  
Catholic Church ◽  
Catholic Schools ◽  
Social Institution ◽  
Department Of Education ◽  
Ministry Of Education ◽  
Catholic Clergy ◽  
The Government ◽  
Narrow Road ◽  
The Catholic Church

The Ministry of Education was, and remains, the most important government department for the Catholic church in Northern Ireland. As Cormack, Gallagher and Osborne note, The Department of Education in Northern Ireland occupies a distinctive place in terms of the general relationships between the government and the Catholic community. Throughout the period since the creation of Northern Ireland, the most significant social institution over which the Catholic community has exercised control, principally through the Catholic church, has been the Catholic education system.The devolved government appeared to recognise Catholic educational interests by usually appointing as Minister of Education one of the more liberal figures within the Ulster Unionist Party such as Lord Londonderry, Lord Charlemont and Samuel Hall-Thompson. However, in the first week of 1950 Sir Basil Brooke ‘surprised everyone, and appalled Catholics’ by appointing Harry Midgley, an avowed opponent of the Catholic clergy and autonomous Catholic schools, as Northern Ireland’s sixth Minister of Education.

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