TY  - CHAP
AB  - Abstract This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental disabilities (I/DD) based on policies and practices in the United States. Relevant research findings are utilized to explore ethical principles involved in educational decision making for secondary students with I/DD, with discussions on how these are intertwined with U.S. policy. I/DD and inclusion, as described in the research literature and U.S. policy, are defined and the current status of inclusive practices are described. Next, an exploration of the rationale, as supported by empirical evidence, for educating students at the secondary level with I/DD, primarily with their peers who do not have identified disabilities, is shared along with the counter-narrative. Connections of inclusion to post-school outcomes and the lived educational experiences of students with and without disabilities and educators are considered, including ethical dilemmas and conflicts. Finally, factors influencing the application of inclusionary practices are provided.
VL  - 9
SN  - 978-1-78714-153-7, 978-1-78714-152-0/1479-3636
DO  - 10.1108/S1479-363620170000009004
UR  - https://doi.org/10.1108/S1479-363620170000009004
AU  - Molfenter Nancy
AU  - Hanley-Maxwell Cheryl
PY  - 2017
Y1  - 2017/01/01
TI  - Ethics of Inclusion for Secondary Students with Intellectual and Developmental Disabilities in the United States
T2  - Ethics, Equity, and Inclusive Education
T3  - International Perspectives on Inclusive Education
PB  - Emerald Publishing Limited
SP  - 79
EP  - 117
Y2  - 2024/04/25
ER  -