Spirituality and Disabilities: Implications for Special Education

Abstract

Although researchers in the health and social care professions have suggested that spirituality is a fundamental human need and a human right that is a necessary component of both mental and physical health (e.g., George, Ellison, & Larson, 2000), spirituality is still a neglected area and underused resource in special education. Little work has focused directly on the significance of spirituality in the lives of students with disabilities, and there are few, if any, explicit references to the spiritual development in the students. In addition, teachers often have difficulties learning how best to understand and enable the spiritual development of students with disabilities (Foster, 2000). In this perspective, I address issues related to disability and spirituality, consider the impact of spirituality on children with disabilities, and suggest some practical strategies teachers can use to help foster the spiritual development of students with disabilities. I propose that spirituality has the power to foster the holistic development of children with disabilities and to give them a sense of identify and purpose in life.