Ethical Challenges and Dilemmas in Measuring Inclusive Education

Abstract

This chapter draws on data from an empirical study investigating ethical challenges and dilemmas in inclusive classrooms in order to consider the ways in which such issues may impact the effective implementation and measurement of inclusion. Data from interviews conducted with 12 classroom teachers show that teachers frequently face ethical problems in their practice. Most concerning are those related to the discriminatory behaviors and practices of colleagues. While teachers acknowledge that these behaviors and practices disadvantage students, most elect to compromise their beliefs, professional responsibilities, and ethical principles in order to protect fellow professionals for fear of negative reprisals. Electing loyalty to colleagues over the best interests of students raises questions regarding the measurement of inclusive education. Responses on measurement tools may reflect a desire for teachers to protect colleagues or themselves, providing an inaccurate picture of the situation. On the other hand, honest responses to measurement initiatives may come at the expense of collegial relationships, potentially undermining the very inclusive practices such measurement processes are trying to encourage.

Citation

Gajewski, A. (2014), "Ethical Challenges and Dilemmas in Measuring Inclusive Education", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 19-36. https://doi.org/10.1108/S1479-363620140000003017