Teaching & Learning
Catholic Education plays an essential role in the Church’s mission to live the challenge of the Gospel and to be welcoming and inclusive of all. It recognizes and actively promotes equity irrespective of cultural, linguistic or socio-economic backgrounds, gender and location, and calls all in our communities to be identified more fully with the living spirit of Christ.
The belief that each person is created in the image of God leads us to respect the dignity and value of all. Therefore Catholic Education is challenged to provide opportunities that enable each person to grow to “full stature in Christ” (Eph 4:13).
Inclusive practice reflects these beliefs and is integral to the ethos of a Catholic school. Inclusive practice is not restricted to a particular group of learners or pedagogy but refers to all in our school community. This ensures that maximum quality learning opportunities are accessible to all learners.
Catholic schools actively and systematically promote inclusive practice* by:
- Identifying and removing barriers to inclusiveness in policies, structures and attitudes
- Providing a curriculum that strives to educate the whole person and meet the needs of each individual
- Assisting all learners to grow to their full potential
- Recognising and celebrating a broad range of achievements and efforts
- Offering a flexible, safe, enjoyable, and challenging learning environment
- Promoting a collaborative approach to meeting the needs of learners.
Applications for enrolment of students with specific needs will be considered with the aim of identifying that student’s specific need or needs, identifying what adjustments are required to be made to meet the child’s needs, determining whether these adjustments are reasonable, and finally considering whether they can be made without creating unjustifiable hardship for the school. (Inclusive Practices in Catholic Schools in Queensland, Queensland Catholic Education Commission, August 2009)
Catholic Education, Diocese of Rockhampton, employs Regional Coordinators: Inclusive Curriculum who work in consultation with schools to assist/support the Principals, Learning Support Teachers, teachers and families in our Primary and Secondary schools to identify needs and promote classroom strategies to develop appropriate and equitable access to the curriculum for students with special needs.
*An inclusive practice is the provision of educational opportunities that may require reasonable adjustment but does not impose an unjustifiable hardship on the school, for students with a wide range of abilities, backgrounds and aspirations in school settings. Van Kraayenoord, Elkins, Palmer & Richards, 2009. P.9