Document Type

Article

Publication Date

6-2009

Source Publication

Catholic Education: A Journal of Inquiry and Practice

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.

Comments

Originally published in Catholic Education: A Journal of Inquiry and Practice, Volume 12, No. 4 (June 2009).

This version of the article is identical to the published version.