Loyola Marymount University School of Education
Journal of Catholic Education
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.
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Carlson, Mary E. and LaBelle, Jeffrey, "Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic" (2019). College of Education Faculty Research and Publications. 532.
ADA Accessible Version
Published version. Journal of Catholic Education, Vol. 22, No. 2 (Fall 2019) : 47-72. DOI. © 2019 Loyola Marymount University School of Education. Used with permission.