Editors' comments.

Editors' comments. The Civil Rights movement of the 1960s in the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. ,spearheaded by Dr. Martin Luther King, Jr., spread to other segments ofAmerican society. The Fourteenth Amendment Fourteenth Amendment,addition to the U.S. Constitution, adopted 1868. The amendment comprises five sections.Section 1Section 1 of the amendment declares that all persons born or naturalized in the United States are American citizens and citizens to the Constitution, whichguarantees equal protection under the law and due process to allcitizens was applied to other "minority" groups, who had beenhistorically denied these rights. Students with special needs were amongthese groups. Public Law 94-142, enacted in 1975, mandated that publicschools serve all students with disabilities. Three years earlier, in ToTeach as Jesus Did, the American bishops, using the terminology thencommon, had declared the right of all "handicapped persons" toreceive a religious education. And centuries before that, Jesus himselfpracticed a very inclusive ministry, welcoming all, especially themarginalized by society. The focus section of Volume 10, Number 4, deals with the issue ofserving students with special needs in Catholic schools. W. PatrickDurow, in "Including and Serving Students With Special Needs inCatholic Schools: A Report of Practices," reminds us that themission of the Catholic Church, which includes its schools, isinclusive. In 2002, the bishops wrote in Welcome and Justice for Personswith Disabilities that costs must never interfere with this teaching,because it is a "pastoral duty." Durow goes on to state thatwhile the number of students with special needs in Catholic schools isimprecise, their number is larger than commonly thought. This essay,based on a survey of 19 Midwestern dioceses, reports that elementaryschools are more likely than secondary schools to have programs forstudents with special needs, and lists the barriers, with cost high onthe list, to Catholic schools providing these services. Durow ends thethoughtful essay with suggested solutions to the barriers, a descriptionof notable current practices, a treatment of emerging themes in bothmission and practice, implications and recommendations for Catholicschools and policymakers, and with questions for further study. The next two essays present illustrations of several ways in whichCatholic schools are attempting to meet the challenge of educatingstudents with special needs. The first of these, written by a trio ofeducators at The Catholic University of America Catholic University of America,at Washington, D.C.; the national university of the Roman Catholic Church in the United States; coeducational; founded 1887 and opened 1889. (CUA (Common User Access) SAA specifications for user interfaces, which includes OS/2 PM and character-based formats of 3270 terminals. It is intended to provide a consistent look and feel across platforms and between applications. CUA - Common User Access ), is entitled"Preparing Special Educators to Assume Collaborative andConsultative Roles." It describes the program developed at the CUA,in collaboration with the Joseph P. Kennedy Institute Kennedy Institute may mean any of the following: Kennedy Institute of Ethics Journal - an academic journal Kennedy Collegiate Institute - a secondary school in Ontario, Canada John F. Kennedy School of Government - a public policy school at Harvard University that is alsolocated in Washington, DC, which prepares educators by means of contentknowledge and field-based programs, and enrolls both parochial andpublic school personnel as students. The second follow-up essay, "Supporting Children WithDisabilities in the Catholic Schools," sets forth the model ofinstructional aides, called paraeducators, as an effective way toeducate students with special needs in the limited resource, inner-cityelementary schools of the Archdiocese arch��di��o��cese?n.The district under an archbishop's jurisdiction.archdi��oc of Washington, DC. Three other essays complete the article portion of this volume.They deal with the athletic multiplier, currently being used againstathletic teams from Catholic high schools in some states; the role ofthe internship between "Marketplace and Liberal Arts liberal arts,term originally used to designate the arts or studies suited to freemen. It was applied in the Middle Ages to seven branches of learning, the trivium of grammar, logic, and rhetoric, and the quadrivium of arithmetic, geometry, astronomy, and music. Education" in the Catholic higher education tradition; and atreatment of gay and lesbian students in Catholic high schools, in whichthe author concludes with the statement that "Catholic schools seemto have failed" in achieving one of their educational goals, thatof integration, in dealing with their gay and lesbian students. Six book reviews complete this edition, which the editors arepleased to present to our readership. Thomas C. Hunt, Ronald J. Nuzzi, Editors