Inclusion, defined as nondiscriminatory education for all, involves embracing gifted students whose special needs should be considered in curriculum planning and in the teaching methods used. However, inclusion has often been connected with disability and special needs education. It has been claimed that inclusion neglects the needs of the gifted. This chapter identifies ethical challenges in inclusive education, with gifted students as a case example. Several critical misconceptions about gifted students and gifted education are identified as leading to ethical challenges for teachers. These misconceptions are discussed in the ethical framework of distributive justice in teaching, and recommendations are given for ways to support teachers in meeting the needs of gifted students in inclusive educational settings.
Tirri, K. and Laine, S. (2017), "Ethical Challenges in Inclusive Education: The Case of Gifted Students", Ethics, Equity, and Inclusive Education (International Perspectives on Inclusive Education, Vol. 9), Emerald Publishing Limited, Bingley, pp. 239-257. https://doi.org/10.1108/S1479-363620170000009010
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