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The Resource Ethics, Equity, and Inclusive Education

Ethics, Equity, and Inclusive Education

Ethics, Equity, and Inclusive Education
Ethics, Equity, and Inclusive Education
This volume focuses on professional ethics and the moral dimensions of inclusive education. Grounded in an examination of international conceptualizations of ethics and inclusion, this book will provide a comprehensive analysis of current understandings of professional ethics in the context of inclusive education
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International Perspectives on Inclusive Education
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Ethics, Equity, and Inclusive Education
Ethics, Equity, and Inclusive Education
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  • 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? -- Making Ethical Choices: The Importance of Supporting Teachers -- References -- 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 -- Epistemological Beliefs and Inclusive Pedagogy -- Ethical 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 -- Inclusion of Secondary Students with I/DD
  • Case 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 -- Practices Used to Promote Meaningful Inclusion -- Assessing 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 -- Universal Design for Learning -- Embedded Ecologically Dentified Context and Goals -- Supports -- Assessment -- Context Matters -- Outcomes -- In School -- Post-School -- An Ethical Argument for Inclusion -- Conclusion -- References -- The Ethics of Inclusion: Digital Approaches to Literacy among Struggling Readers in Two Jamaican High Schools -- Introduction -- Education in Jamaica -- Inclusive and Special Education in Jamaica -- A Multifaceted Approach to Ethical Inclusion -- Use of Technology in Special Education Settings -- Program Description and Context -- Methodology and Data -- Results -- Impact of Program -- Change in Reading Levels -- Student Age
  • An Examination of the Data -- Reading Levels -- Technology and Student Motivation -- Cultural and Community Barriers to Inclusion -- Redefining Inclusive Education: The Ethic of Care -- Conclusions -- References -- Uncovering Moral aspects in Inclusive Co-Teaching -- Introduction -- Inclusive Co-Teaching Context as an Arena for Teachers' Action and Learning -- Teachers' Joint Goal Setting, Strategies and Reflection in Inclusive Co-teaching -- Salient Moral Features in Inclusive Co-Teaching -- Compatibility and Trust: Consistency in Co-Teaching Practices -- Caring for the Students' Differences and Capabilities: The Practice of Differentiation -- Encouraging Discourse between Students: Shared Student Activities in Diverse Working Groups -- Shared Inclusive Thoughtfulness: Reflective Co-Teaching Development -- Conclusions: Future Steps in Pre-Service and In-Service Teacher Learning -- References -- Ethical Curricula through Responsive, Multimodal Literacy and Pedagogy: Illustrations from a Kindergarten Classroom Curriculum -- Introduction -- Multimodal Literacy -- Ethical Curricula -- The Kindergarten -- Features of a Responsive, Ethical, Multimodal Curriculum -- A Kindergarten Classroom Curriculum in Action -- An Interactive Reading -- Talking about Center Work and Consulting Diverse Modal Representations -- At the Writing Center -- 3D Model Opportunities -- Curricular Lessons -- References -- Untangling Optical Illusions: The Moral Dilemmas and Ethics in Assessment Practices -- Introduction -- Inclusive Education Policies and Practices: Challenging Assessment Practices -- Implications of Assessment on Students -- Influences on Ethical Decision-Making -- How Inclusive Are Our Assessment Practices? -- Pressures on Ethical Assessment Practices -- Implications of Assessment Practice -- Role of Assessor and Time Available -- Including the Learner
  • Summary -- References -- Ethical Challenges in Inclusive Education: The Case of Gifted Students -- Introduction -- Gifted Students in Inclusive Education -- Ethical Challenges in Teaching Gifted Students in Inclusive Settings -- Misconceptions Regarding Gifted Students -- The Omniscient Person Belief -- Giftedness Equals a High IQ -- The Entity Belief -- The Syndromic Belief -- High Ability Students Do Not Face Problems or Challenges -- Classless Belief -- Misconceptions about Gifted Education -- It Is Fair to Teach All Children the Same Way -- Classroom Teachers Have the Time, the Skill, and the Will to Differentiate Adequately -- Conclusions -- References -- About the Authors
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