Inclusive education for students with special needs rising in Catholic schools – St. Louis Review –

Report on the Advancement of Inclusive Education in Alignment with Sustainable Development Goals

Introduction: Fostering Inclusive Education to Achieve SDG 4 and SDG 10

Recent developments within the archdiocesan Catholic school system demonstrate a significant commitment to advancing inclusive education for students with special learning needs. These efforts align directly with the United Nations’ Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). By integrating students with disabilities into general education classrooms, these institutions are actively working to ensure equal access to quality learning environments and promote the social inclusion of all children, irrespective of disability. This report details the strategic initiatives, institutional growth, and collaborative partnerships driving this progress.

Growth of Special Education Services and Institutional Commitment

A rising demand for special education services has prompted a strategic institutional response aimed at fulfilling the mandate of SDG 4, which calls for inclusive and equitable quality education for all. The archdiocesan Office of Catholic Education and Formation has established a director of special education and inclusion to streamline processes and support schools in this mission.

• The number of students with diagnosed learning or developmental needs has increased from over 3,000 in September 2024 to more than 4,600 by October 2025.
• This growth reflects an increasing trend in neurodiversity, making inclusive policies essential to prevent the exclusion of a large population segment, a key target of SDG 10.
• A majority of schools are prioritizing multi-tiered systems of support, indicating a systemic shift towards frameworks that support struggling learners and promote educational equity.
• Seventy-six percent of surveyed schools now employ at least one staff member dedicated to student support or special education, building the necessary infrastructure to achieve SDG 4.a by creating effective and inclusive learning environments.

Case Study: Christ the King School

Christ the King School in University City serves as a model for implementing inclusive educational practices. The school’s approach directly contributes to reducing inequalities in education by providing tailored support within a mainstream setting.

• Approximately 30% of students have a diagnosed learning disability, with an additional 10% receiving resource support.
• The school has expanded its support team to include resource teachers, paraprofessionals, and peer mentors.
• Practices include small-group testing, modified curricula, and individualized student plans, ensuring that education is adapted to diverse needs, a core principle of SDG 4.

Case Study: St. Gabriel the Archangel School

St. Gabriel the Archangel School demonstrates a long-term commitment to welcoming students with a wide range of learning needs, including autism, dyslexia, and physical disabilities. This sustained effort embodies the principles of SDG 10 by fostering an inclusive culture.

• The school employs a robust support team of learning consultants and an interventionist.
• Strategic partnerships are leveraged with external providers, including St. Louis Public Schools and the Special School District of St. Louis County, to deliver specialized services directly to students.
• This collaborative model ensures that students with significant needs receive comprehensive support, reinforcing the goal of providing equitable opportunities for all learners.

The Role of Partnerships: One Classroom

The nonprofit organization One Classroom plays a critical role in scaling inclusive education, reflecting the importance of multi-stakeholder partnerships. Since 2015, the organization has worked to dismantle barriers to inclusion in Catholic schools.

• One Classroom provides grants, professional development, and advocacy to a growing network of 27 elementary schools and two high schools.
• A primary objective is to shift institutional mindsets toward believing inclusion is both beneficial and achievable, thereby overcoming fear of failure and promoting a culture of support.
• The organization is focused on creating a roadmap for schools to achieve financial sustainability for their inclusion programs, ensuring the long-term viability of these efforts in line with the sustainable nature of the SDGs.

Statistical Overview of Special Education Services

A September 2024 survey of 84 archdiocesan schools provided key data on the scope of special education services, underscoring both the need and the response.

1. Student Population: Over 4,600 students have a diagnosed learning or developmental need.
2. Service Eligibility: Nearly 1,000 students are eligible for special education services through their local public school district.
3. Staffing: 76% of schools have dedicated student support or special education staff.
4. Staff Responsibilities: The roles of these staff members are comprehensive and designed to create an inclusive system.
   • Academic Support: Providing accommodations and remedial instruction.
   • Special Education Coordination: Liaising with public school districts and managing student plans (IEPs).
   • Student Support and Counseling: Offering emotional and behavioral support.
   • Documentation and Coordination: Maintaining records and coordinating with parents and external agencies.
   • Testing and Evaluation: Administering assessments to monitor student progress.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on inclusive education in Catholic schools for students with special needs directly addresses and connects to several Sustainable Development Goals (SDGs). The primary goals identified are:

• SDG 4: Quality Education: The core theme of the article is ensuring that students with disabilities (such as Down syndrome, autism, and other learning disabilities) receive a quality education. It highlights the efforts of schools to adapt their teaching methods, curriculum, and support systems to be inclusive and effective for all learners.
• SDG 10: Reduced Inequalities: By focusing on the integration of students with special needs into general education classrooms, the article addresses the goal of reducing inequalities. It describes a concerted effort to ensure that children with disabilities are not excluded from mainstream educational opportunities and are provided with the necessary support to participate equally alongside their peers.
• SDG 17: Partnerships for the Goals: The article emphasizes the importance of collaboration to achieve inclusive education. It details partnerships between Catholic schools, non-profit organizations like “One Classroom,” and public entities such as the “Special School District of St. Louis County” and “St. Louis Public Schools.” These collaborations are crucial for providing resources, professional development, and specialized services.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the initiatives and issues discussed, several specific SDG targets can be identified:

1. SDG 4: Quality Education

   • Target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.” The article directly relates to this target by describing the growing efforts of Catholic schools to provide equal access to students with special needs, including those with Down syndrome, autism, ADHD, and other learning disabilities. The entire initiative is about accommodating and including this vulnerable group in the educational system.
   • Target 4.a: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.” The article describes the creation of inclusive learning environments through systemic changes. This includes adding support staff like “learning consultants, instructional coaches, resource teachers, and paraprofessionals,” and implementing strategies such as “small group testing, modifying curriculum or modified report cards” to make the environment effective for students with disabilities.

2. SDG 10: Reduced Inequalities

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.” The article’s central concept of “inclusive education, in which students with disabilities are integrated into general education classrooms with supports to learn alongside their peers,” is a direct application of this target. It showcases the promotion of social inclusion for children with disabilities within the school community.
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome…” The schools’ approach to “look at the student and decide what the student needs and create that plan for them” rather than excluding them is a clear effort to ensure equal opportunity. By providing tailored support, they aim to reduce the inequality of educational outcomes for students with learning disabilities.

3. SDG 17: Partnerships for the Goals

   • Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships…” The article explicitly mentions several partnerships. The non-profit organization “One Classroom” partners with 27 elementary and two high schools to fund and support inclusive education. Furthermore, schools collaborate with public entities like “St. Louis Public Schools” and the “Special School District of St. Louis County” for specialized services, demonstrating a multi-sector approach to achieving the goal.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article contains several quantitative and qualitative indicators that can be used to measure progress:

• Number of students with special needs served: The article provides specific data on the growing population of students with diagnosed needs. It states that a 2024 survey found “more than 3,000 students,” which was updated in October 2025 to “more than 4,600 students.” This increasing number indicates expanded access and inclusion.
• Proportion of schools with dedicated support staff: The survey result that “Seventy-six percent of schools reported they have at least one student support or special education staff member” is a key indicator of the institutional capacity being built to support inclusive education.
• Growth of partnership programs: The expansion of the “One Classroom” program to “27 Catholic elementary schools and two high schools” serves as an indicator of the growth and success of partnerships in promoting inclusive education.
• Implementation of inclusive practices: The article implies progress through the description of specific support systems and practices being implemented. These include the presence of multi-tiered systems of support, the use of paraprofessionals, peer mentors, modified curricula, and small-group testing. The adoption of these practices can be tracked as a measure of progress.
• Proportion of students with diagnosed needs within a school: The statistic that “about 30% of students at Christ the King have a diagnosed learning disability” can serve as a micro-level indicator of a school’s capacity and commitment to serving a diverse student body.

4. Summary Table of SDGs, Targets, and Indicators

Source: stlouisreview.com