From isolation to incubation: How are Catholic Schools innovating to meet students ’ special needs?. Martin Scanlan [email protected] Setting the stage. I. Context of isolated innovations: Inactive / reactive responses II.Framework for incubating innovations
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From isolation to incubation: How are Catholic Schoolsinnovating to meet students’ special needs?
I. Context of isolated innovations:
Inactive/ reactive responses
II.Framework for incubating innovations
Approaching Inclusive Service Delivery
in proactive and systemic manners
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
“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)
(Gray & Gautier, 2006, p. 136)
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)
* Note: More than the other dimensions, we’re addressing the barriers of poverty systematically
(Scanlan, 2008, 2009a; Storz & Nestor, 2007)
(e.g., boards with limited jurisdiction)
The Learning Consultant Model raises the capacity of general education teachers to meet the needs of the diversity of learners in their classrooms