The purpose of this chapter is to examine what it means for students with extensive support needs (ESN) to have opportunities to learn (OTL), why OTL is inexplicably tied to inclusive practices, and the in-school and post-school outcomes when students have OTL. Research will be provided that supports positive in-school and post-school outcomes, when students are provided equitable learning opportunities in inclusive contexts. Given the difference in possible outcomes for students with ESN when they do and do not have OTL, excluding them from general education contexts, where they have the best access to the intended and enacted curricula, is both unethical and limiting to society as a whole.
Taub, D., Foster, M.H., Orlando, A.-M. and Ryndak, D.L. (2017), "Ethical Considerations for Inclusive Practices for Students with Extensive Support Needs", Ethics, Equity, and Inclusive Education (International Perspectives on Inclusive Education, Vol. 9), Emerald Publishing Limited, Bingley, pp. 119-144. https://doi.org/10.1108/S1479-363620170000009005
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