Equal Opportunity Holy Family Catholic Schools is an equal opportunity employer. No student will be discriminated against because of his or her race, creed, color, sex, sexual orientation, gender identity, national origin, religion or disability. However, students are required to meet the school’s academic requirements. As a bona fide religious institution, educational programs governed by the Archdiocesan Board of Education may consider a student’s religion, sexual orientation and/or gender identity a qualification for enrollment when such qualifications are related to a bona fide religious purpose (AFFC/ACSB policy 4216.2).
Holy Family Catholic Schools offers a global, multicultural, gender-fair approach to the educational program. Holy Family Catholic Schools is committed to “a curriculum that fosters respect and appreciation for cultural and racial diversity and an awareness of the rights, duties, and responsibilities of each individual as a member of a multicultural, gender fair society” (AFFC/ACSB policy 6144.2). The education program is one of permeation and action for the implementation of the global, multicultural, and gender-fair elements of the students’ education.
The first two paragraphs above state the Holy Family Equal Opportunity Policy and the Multicultural, Non-Sexist, and Global Education statement. These state that the Holy Family System will not discriminate any student based on of the above categories. The second statement shows that the Holy Family system offer and educational approach that “fosters respect and appreciation” for culture and race. These are solid blanket statements that show that we believe in the dignity of the students that enter our system. What I see from these t...
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...s well. The student transferred out after a semester because the school and the student were ill-equipped to handle the situation. I was one of those teachers that wasn’t sure what to do. It is one thing to have parental backing, but another to have the experience of how to instruct an autistic child that was more concerned with his social status than his education. I really did try as many strategies as possible but nothing seemed to work and my resources were limited. Those limited resources seem to be the real limitations to inclusive practices. Those students that are enrolled into our strategies classes are ones that have some degree of learning disability but rarely are high on the spectrum of learning issues. Usually, these students can be helped out with classroom monitoring, test taking strategies, help with reading, or other similar accommodations.
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