1 / 22

Martin Scanlan martin.scanlan@marquette.edu

From isolation to incubation: How are Catholic Schools innovating to meet students ’ special needs?. Martin Scanlan martin.scanlan@marquette.edu. Setting the stage. I. Context of isolated innovations: Inactive / reactive responses II. Framework for incubating innovations

masao
Télécharger la présentation

Martin Scanlan martin.scanlan@marquette.edu

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. From isolation to incubation: How are Catholic Schoolsinnovating to meet students’ special needs? Martin Scanlan martin.scanlan@marquette.edu

  2. Setting the stage I. Context of isolated innovations: Inactive/ reactive responses II. Framework for incubating innovations Approaching Inclusive Service Delivery in proactive and systemic manners

  3. How do we meet students’ special needs? A) Inactive: We generally underserve the very students we want most to educate B) Reactive: When we do serve these students, we do so in pockets of innovation

  4. Linguistic diversity rising • 1979  1999 the number of children who spoke a language other than English at home doubled • Nearly three in four (72%) from homes in which Spanish is spoken • Implications for schooling: barriers to educational success for these students Inactive

  5. Inactive Response “The number of Hispanics enrolled in Catholic schools has remained stagnant for the past 15 years despite the robust increase in the Hispanic population” (Notre Dame Task Force on the Participation of Latino Children and Families in Catholic Schools, 2009) Mexicans, “far and away the largest U.S. immigrant group, also have the lowest rate of Catholic school utilization” (Lawrence, 2000, p. 197) Inactive

  6. Inactive

  7. 13% Latino 30% Latino 8% Latino 24% 25% 13% 20% 6% 12% Inactive

  8. Pocket of Innovation: • Escuela de Guadalupe Reactive

  9. Students with Special Needs • Special needs as a wide umbrella • Students with diagnosed disabilities • 7% Catholic school population • 13.5% public school population (USCCB, 2002) • Most common: • Learning disabilities, behavior disorders, vision, speech and language • Elementary > Secondary (Durow, 2007)

  10. Proportional Representation in Catholic Schools USCCB, 2002

  11. “Attitudes are the real disability” • “[Catholic] schools are able to accommodate students with special needs and/or disabilities” (Gray & Gautier, 2006, p. 136)

  12. Isolated Pockets of Innovation: • St. Robert’s • Some drawn in from public schools • Some drawn over from other Catholic schools • Paradox of an innovation imploding? Reactive

  13. Students in Poverty Inactive

  14. Catholic parents with the highest household incomes are most likely to have enrolled a child in a Catholic elementary school… Catholic parents with lower household incomes are less likely to enroll, and among those of each income group who do enroll, an affordable tuition is more likely to be considered "very important. (Gray and Gautier, 2006, p. 57) Inactive

  15. Isolated Pockets of Innovation: • Networks of schools (i.e. NativityMiguel) • Alternate funding schemes • Stewardship Model • Voucher Programs * Note: More than the other dimensions, we’re addressing the barriers of poverty systematically Reactive

  16. II. Framework for Incubating Innovations: • Apply our core principles • Create structures promoting high quality teaching and learning for all • Involve policy & resource mechanisms

  17. 1) Apply our Core principles • Catholic social teaching: • The dignity of the individual • The value of serving the common good • Preferential option for the marginalized (Scanlan, 2008, 2009a; Storz & Nestor, 2007)

  18. 2) Promote high quality teaching and learning • Building capacity of teachers: • Special Needs: Learning consultant model • Bilingual: From compensatory to quality schooling (Brisk, 2006) • Integrating Pedagogical Supports • Strengthen relationships in horizontal, vertical, and diagonal directions

  19. 3) Involve Policy and Resource Mechanisms • Strong governance structures (e.g., boards with limited jurisdiction) • Expanded pool of resources • Strategic planning for enrollment, staffing, and professional development • Educational entrepreneurism

  20. Example of proactive, systemic reform • Students with special needs: Archdiocese of St. Louis The Learning Consultant Model raises the capacity of general education teachers to meet the needs of the diversity of learners in their classrooms

  21. Key Dimensions of Model • Learning Consultant (LC) as coach • LC develops relationships laterally, vertically, and diagonally • LC helps school community develop tools, policies, and procedures • Leadership / ownership for Model is distributed across school community

  22. Recap: State of the Field • We are shedding inactive and reactive responses • Moving leadership in new directions : Proactive and systemic responses provide a framework for incubating innovation: • Apply core values • Cultivate quality teaching / learning • Involve policy and resource mechanisms

More Related