| Description |
1 online resource (xviii, 274 pages) : illustrations |
| Series |
International perspectives on inclusive education ; volume 9 |
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International perspectives on inclusive education ; v. 9.
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| Contents |
Front Cover; Ethics, Equity, and Inclusive Education; Copyright Page; Contents; List of Contributors; Foreword; Notes; References; Series Introduction; Series Introduction; Introduction to Volume 9; Conceptualizing Professional Ethics in Inclusive Education; Introduction; Professional and Ethical Responsibilities: Schooling and Inclusion; Ethical Dilemmas in Teaching; Classroom-Based Ethical Challenges; Seeking Balance in Meeting the Diverse Needs of Students; Assessment: Measuring Motivation or Achievement?; Loyalty: To Students or to Colleagues? |
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Making Ethical Choices: The Importance of Supporting TeachersReferences; Reclaiming Disability through Pimatisiwin: Indigenous Ethics, Spatial Justice, and Gentle Teaching; Introduction; A Colonial History: Disabled Remnants and Cultural Genocide; Intersections of Racism and Ableism in Special Education; Of Spatial Justice, Truth, and "The Other"; The Ethics of Indigenous Worldviews; Honoring Indigenous Identities and the Premise of Becoming; A Spirit Filled Gentleness: Embracing Wahkohtowin as Life; Notes; References; Ethics, Epistemologies, and Inclusive Pedagogy; Introduction |
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Epistemological Beliefs and Inclusive PedagogyEthical Issues; Inclusive Education Is Cross-Disciplinary; Inclusive Education Occurs Cross-Culturally; Inclusive Education Is A political Issue; Inclusive Education Can Be Researched in Many Ways; Conclusion; References; Ethics of Inclusion for Secondary Students with Intellectual and Developmental Disabilities in the United States; Introduction; Defining Intellectual and Developmental Disability; Framework for Ethical Decision Making; Defining Inclusion; Inclusion-Related U.S. Policy; Status of Inclusion for Students with I/DD |
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Inclusion of Secondary Students with I/DDCase for an Ongoing Continuum of Placements; Case for Increasing Inclusion; Post-School Outcomes; Outcomes Research; Connection between Outcomes and Inclusion; Lived Educational Experiences and Ethical Principles; Impacts of Inclusion on Secondary Students with I/DD; Engagement in Learning and Academic Gains; Interaction Opportunities and Social Skill Development; Ethical Dilemmas for Secondary Students with I/DD; Potential Conflict with Ethical Principles; Impacts of Inclusion on Students without Disabilities; Impacts of Inclusion on Educators |
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Practices Used to Promote Meaningful InclusionAssessing Students and Making Content Accessible; Co-Teaching; Managing Behaviors; Facilitating Peer Relationships and Guiding Paraprofessionals; Influences on Inclusion; Decision and Policy-Makers; Professional Development for Teachers; Conclusion; References; Ethical Considerations for Inclusive Practices for Students with Extensive Support Needs; Introduction; What Do We Mean by "Inclusion?"; Professional Organizations Supporting Inclusion Internationally; Opportunity to Learn; Additional OTL Elements Required for Students with ESN |
| Summary |
"This volume focuses on professional ethics and the moral dimensions of inclusive education. The significance of ethics in inclusive education has been noted by numerous scholars, however, to date, a comprehensive review does not exist in the field. Grounded in an examination of international conceptualizations of ethics and inclusion, this book provides a comprehensive analysis of current understandings of professional ethics in the context of inclusive education and the many issues associated with its practice. The first chapters provide an overview of ethics and inclusive education, including; discussions on inclusion as ethical in nature based on an argument of inclusion as a human right; an examination of ethics and epistemology as it relates to inclusion; and the role of administrators in ethical practice. The second section focuses on practical issues related to ethical challenges, issues, and dilemmas in inclusive classrooms and teaching practice. The roles of the teacher, the co-teacher, and colleagues, which include administrators, specialists, and staff, are examined. Moreover, practice related problems are discussed including assessment, emergent curriculum, and meeting the needs of gifted learners in inclusive settings."--Publisher's description |
| Bibliography |
Includes bibliographical references (pages 253-257) and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed May 31, 2017) |
| Subject |
Inclusive education.
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Education -- Moral and ethical aspects
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Mainstreaming in education.
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Inclusive education -- mainstreaming.
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Mainstreaming in education
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Education -- Moral and ethical aspects
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Inclusive education
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| Form |
Electronic book
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| Author |
Gajewski, Agnes, editor.
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| LC no. |
2017385553 |
| ISBN |
9781787141520 |
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1787141527 |
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9781787147317 |
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1787147312 |
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