Moral, Legal, and Functional Dimensions of Inclusive Service Delivery in Catholic Schools

Martin Scanlan

doi:10.15365/joce.1204072013

Abstract

Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs. This article applies this moral context to analyze the legal obligations of Catholic schools under Section 504 to serve students with special needs. It argues that as Catholic schools follow Catholic social teaching by developing inclusive service delivery to meet students’ special needs, their legal obligations grow. The article concludes by describing the learning consultant model, a system of service delivery that balances these moral and legal duties.

Highlights

Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs
The article concludes that Catholic schools are morally and legally obliged to serve students’ special needs, and they are functionally able to build their capacity to do this in manners that enrich the entire community
Shaughnessy (2005) explains, “As persons striving to live in harmony with the Gospel, all involved in Catholic education are bound to do their utmost to assist students with special needs” (p. 142)

Summary

Recommended Citation

Catholic school educators are morally compelled by Catholic social teaching to foster inclusive service delivery for students who have traditionally been marginalized in schools, including students in poverty, students of color, English language learners, and students with special needs. This article applies this moral context to analyze the legal obligations of Catholic schools under Section 504 to serve students with special needs. It argues that as Catholic schools follow Catholic social teaching by developing inclusive service delivery to meet students’ special needs, their legal obligations grow. The article concludes that Catholic schools are morally and legally obliged to serve students’ special needs, and they are functionally able to build their capacity to do this in manners that enrich the entire community

Catholic Social Teaching

The Learning Consultant Model

Findings

Conclusion