Special Education in Jesuit Catholic Education

• In Event: Striving for the Common Good: Mission-Based Equity and Inclusion in Catholic Education

Abstract

For the Catholic Church and for the Society of Jesus (the Jesuits), all peoples have a right to an education – and if they choose, a Catholic education (Declaration on Christian Education, 1965). This assertion on the part of the Church is grounded in Her fundamental belief that human persons are created in the image and likeness of God, and therefore, are endowed with inherent dignity and are entitled to basic rights (Gaudium et Spes, 1965). Although this is true in principle, Jesuit Catholic schools have not always responded to the needs of students with special needs; their legal obligation to do so is not as clear as it is for their publicly funded counterparts (Pitasky, 1999; Scanlan, 2009; Shaughnessy, 1998). This hesitation has a number of root causes spanning from financial considerations (Byrk, A., Holland, P., & Lee, V., 1993; Hunt, T., Joseph, E, & Nuzzi, R., 2002; Hunt, T., Joseph, E, & Nuzzi, R., 2004; Powell, 2004) to a lack of professional preparation/training (Bello, 2006; Scanlan, 2009; Boyle, 2010).
Nonetheless, since Vatican II, the Church has urged schools to expand their outreach, to welcome all students, and to offer a quality Catholic education that meets students’ individual social, emotional, and physical needs (Byrk et al, 1993; Long and Schuttloffel, 2013). Jesuit Catholic schools have responded to this call, providing scholarships and funds to the poor and marginalized, ensuring that they are not excluded from Catholic educational opportunities (Stewart, et al., 2009; York, 1996). Still, while Church documents over the past forty years have continually encouraged schools to reach out to students with special needs and integrate them into our learning communities (USCCB, 1978; USCCB, 1998; USCCB, 2005), American Jesuit Catholic schools continue to lag behind in their efforts to educate students with learning disabilities (Shokrai, 1997). In short, there is a disconnect between what the Church’s documents say Her schools ought to do and what they actually do.

However, there are a growing number of Jesuit Catholic schools across the country that have responded to this need, and attempt to integrate students with special needs into their classrooms (Hunt, Joseph, & Nuzzi, 2004; Scanlan, 2009). These schools have specific programs which address the different learning styles of their students. This study seeks to explore the dynamics regarding the efforts of these Jesuit Catholic schools. There is limited study to date on this issue, and this dissertation serves as an opportunity to fill that void.
The purpose of this study was to explore how the Rodriguez Learning Services Program at Manresa Prep offers inclusive educational services to students with learning disabilities. The study also examined the benefits of the program to the school, its students, and its alumni. The study also examined how the Rodriguez Learning Services Program connects to the mission of Manresa Prep as a Catholic and Jesuit institution. Finally, the study sought recommendations for the Rodriguez Learning Services Program deemed necessary from those students, administrators, staff, and alumni interviewed.

Author

• Anthony Rizzo, University of San Francisco