Index
Ethics, Equity, and Inclusive Education
ISBN: 978-1-78714-153-7, eISBN: 978-1-78714-152-0
ISSN: 1479-3636
Publication date: 9 May 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Ethics, Equity, and Inclusive Education (International Perspectives on Inclusive Education, Vol. 9), Emerald Publishing Limited, Leeds, pp. 261-274. https://doi.org/10.1108/S1479-363620170000009016
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Ability
, 2, 3, 5, 6, 10, 11, 14, 17, 30, 36, 44, 60, 63, 65–67, 69–71, 102, 132, 135, 137, 138, 151, 159, 162, 175, 196, 205, 208–210, 218, 220, 223, 224, 227, 229, 230, 235, 241, 245–249, 251
Ableism
, 28, 37, 45, 51n6
in special education
, 28–34
systemic
, 29
Aboriginal peoples
, 24–31, 34–36, 40–42, 44, 47–50, 51n1, 51n5
Access
, 3, 4, 12, 29, 30, 36, 37, 85, 88, 100, 109, 121, 123, 124, 126, 128, 131–133, 135, 147, 149–151, 154, 157, 162, 167, 178, 198, 222, 226, 227, 250
Achievement
, 38, 69, 82, 88, 94, 98, 121–123, 146, 158, 223, 229–231, 240, 245, 246
measuring
, 13–14
Action research
, 71, 183
Administration
, 195
Administrators
, 50, 133, 150, 162, 242, 247, 252
role in decision-making for I/DD students
, 106–107
Afterward – Private Stories
, 44
Agency, relational
, 220, 226
Agenda for Sustainable Development (United Nations)
, 124
American Association of Intellectual and Developmental Disabilities (AAIDD)
, 82
Anger
, 40
Animal Form
, 139
Anxiety
, 17
Apolitical issues, in inclusive education
, 69–70
Asakiwin (sharing/caring)
, 46
Assessment
, 11, 13–14, 70, 97, 103, 123, 126–129, 132–133, 138, 155, 174, 199, 215–235
challenges to
, 220–223
effectiveness of
, 226–228
implications of
, 228–231
implications on students
, 223–224
influences on ethical decision-making
, 224–226
pressures on
, 228–232
Assessor, role of
, 231–232
At risk
, 35, 36
Attendance
, 91, 148, 155–157
Attitudes and beliefs about disability
, 11
Augmentative alternative communication (AAC) system
, 128, 131, 132
Authentic community building
, 49
Autonomy
, 228
Barriers
to educational opportunities and services
, 12
to inclusion
, 151, 158–160
Beautiful Mind, A
, 245
Behavior management, for students with I/DD
, 104–105
Beneficial inclusion
, 84–85
Beliefs
classless
, 247, 251
entity
, 244–245, 251
entity theory of
, 244
epistemological
, 60–61, 69
ethical issues in
, 64–65
and inclusive education, relationship between
, 61–64
incremental theory of
, 244
moral, of co-teaching
, 172–181
caring for students’ individual differences and capabilities
, 176, 177–179
compatibility and trust
, 175–177
encouraging discourse between students
, 176, 179–180
shared inclusive thoughtfulness
, 176, 180–181
omniscient person
, 243, 250
syndromic
, 245–246, 251
Benevolent humanitarianism
, 30, 31, 43
Breath of Life Theory
, 39
Canada
cultural genocide
, 26–28
diverse needs of students, seeking balance in meeting
, 11–13
ESN students, inclusive education for
, 122
H.O.M.E. Society of Canada
, 47
inclusive education in
, 3
Truth and Reconciliation Commission of Canada (TRC)
, 26, 27, 29, 41
Canadian Charter of Rights and Freedoms
, 3
Capital
, 34
social
, 27, 30, 36, 51n4
Care
, 3–8, 10, 11, 14, 15, 17, 25, 30, 33, 43, 47, 48, 228, 247
ethic of
, 160–161, 221
responsible
, 229
Caribbean Secondary Education Certificate (CSEC)
, 154
Caring
, 46
Caring Study
, 6–7
Center for Medicaid Services (CMS)
, 86
Center work
, 200–204
Challenge oriented situations to co-teaching
, 178, 181
Children’s learning, Piagetian constructivist epistemological view of
, 60–61
Children’s rights
, 194, 196–197
China
ESN students, inclusive education for
, 122
Regulations for Persons with Disabilities (1994)
, 122
Classism
, 30
Classless belief
, 247, 251
Classroom-based ethical challenges
, 10–15
diverse needs of students, seeking balance in meeting
, 11–13
loyalty
, 14–15
motivation or achievement, measuring
, 13–14
Classroom curriculum
, 194–197, 210
Classroom practices
, 60–62, 64, 66–68, 71, 159, 174, 230
Climate
, 196, 210, 245
Clinton, Bill
, 125
Code of Ethics
, 228–229, 230
Coercion
, 28, 69
Communication
, 128, 131, 132, 135, 136, 172, 192, 198, 210
goals
, 131
multimodal
, 190, 191
skills
, 135
Community barriers to inclusion
, 151, 158–160
Companionship
, 47, 49, 50
Compassion
, 6, 44, 47
Compatibility
, 175–177
Compliance
, 72, 196
Connectedness
, 49
Conservation
, 40
Consistency
, 47
in practices
, 175–177
Content accessibility, student assessment and
, 103–104
Continuum of placements, for I/DD students
, 88–89
Co-teaching
, 104, 165–183
future steps in pre-service and in-service teacher learning
, 181–183
moral beliefs of
, 172–181
caring for students’ individual differences and capabilities
, 176, 177–179
compatibility and trust
, 175–177
encouraging discourse between students
, 176, 179–180
shared inclusive thoughtfulness
, 176, 180–181
teachers’ joint goal setting
, 169–172
Council for Exceptional Children (CEC)
, 10, 123, 139
support to ESN students
, 124–125
Professional Ethical Principles for Special Educators
, 124–125
Critical disability theory
, 30
Cross-cultural inclusive education
, 68–89
Cross-disciplinary inclusive education
, 65–67
Cultural barriers to inclusion
, 151, 158–160
Cultural genocide, disabled remnants and
, 26–28
Curricular informants
, 194
Curriculum
, 14, 61, 63, 65–68, 85, 100, 121–123, 149, 154, 158, 166, 168, 173, 216, 217, 221, 226, 233, 242, 246, 248
classroom
, 194–197, 210
ethical, of multimodal literacy
, 194–197
institutional
, 195
kindergarten classroom
, 189–211
opportunities to learn
, 126–128, 132–135, 138, 139
programmatic
, 195, 196
Damage-centered research
, 25
Defeathering the Indian
, 34
Demarcation
, 31, 35
Demonstration
, 200
Dialogue
, 43
Differentiated instruction
, 249–250, 252
Differentiation
, 177–179
Digital learning
, 145–162
data analysis
reading levels
, 157
technology and student motivation
, 157–160
ethic of care
, 160–161
multifaceted approach to ethical inclusion
, 149–152
technology use in special education settings
, 152–156
methodology and data
, 154–156
program description and context
, 153–154
results
, 156
Disability(ies)
, 3–7, 9, 11, 14, 16–17, 62, 64, 65, 68, 71, 120–126, 128, 130–139, 166, 171, 178, 192, 193, 221, 241, 243
attitudes and beliefs about
, 11
discrimination
, 31–32
intellectual
, 149
learning
, 147, 149, 153, 154, 160
medical model of
, 32
oppression
, 33–34
through pimatisiwin, reclaiming
, 25, 26, 29, 34, 37, 42, 46–47, 49, 50
-related identities, prevalence of
, 25
social model of
, 30, 32–33, 50
See also Extensive support needs (ESN) students; Intellectual and developmental disabilities (I/DD); Secondary students with I/DD
Disabled Aboriginal Women’s Network
, 29
Disabled remnants, and cultural genocide
, 26–28
Discourse between students, encouraging
, 176, 179–180
Discrimination
, 3, 29, 37, 44, 45, 51n6, 124
disability
, 31–31
institutionalized
, 227
physical
, 33
psychological
, 33
social
, 33
Distributive justice
, 240
Diverse model representations, consulting
, 200–204
Diversity
, 12, 36, 63, 166, 167, 179, 183, 194, 197, 198, 206, 209–211, 217, 222, 227, 250
Diversity education
, 193
Do no harm
, 229–230
Driving Change in Special Education
, 88
Duty
, 3, 4, 6, 8, 37
Educate America Act
, 125
Education
diversity
, 193
inclusive. See Inclusive education
in Jamaica
, 147–148
literacy
, 161
special. See Special education
Educational psychologists (EPs)
, 219–220, 222, 223, 228
Education of All Handicapped Children Act (EAHC)
, 80, 85
Educator allies
, 211
Educators, impact of inclusion on
, 100–102
Efficacy
, 6, 11, 71, 72, 89, 103
Emotion
, 40, 48
Empowerment
, 34
Engagement
, 6, 12, 28, 33, 39–42, 47, 48, 50, 63, 84, 94–97, 100, 105, 132, 153, 157, 178
English as a second language (ESL)
, 2, 198
Entity belief
, 244–245, 251
Entity theory of beliefs
, 244
Environmental injustice
, 27
Epistemological beliefs
, 60–61, 69
ethical issues in
, 64–65
and inclusive education, relationship between
, 61–64
Equality
, 13, 32, 37, 39, 40, 240, 247, 251
Equity
, 3, 6, 8, 10, 11, 13, 17, 18, 33, 36, 80, 98, 123, 124, 139, 162, 173, 175, 217, 223, 226, 240
Ethical curriculum, of multimodal literacy
, 194–197
Ethical decision-making, assessment influences on
, 224–226
Ethical dilemmas
, 240
codes and standards
, 9–10
of co-teaching
, 179
of inclusive education
, 217–219, 227
for secondary students with I/DD
, 96–98
in teaching
, 7–10
Ethical relationships
, 196, 209
Ethical Space of Engagement, The
, 39
Ethics
, 234
of care
, 160–161, 221
Indigenous
, 38–42, 45–47
of Indigenous worldviews
, 38–42
professional. See Professional ethics
of spatial justice
, 37
Eugenics
, 31
Evaluation
, 11, 13, 126, 174, 180, 225
Every Student Succeeds Act (ESSA)
, 85
Exclusion
, 3, 45, 51n6, 70, 93–94, 150, 210
Experience and Education
, 226
Extensive support needs (ESN) students
, 119–140
assessment of
, 132–133
characteristics of
, 134
context matters of
, 133–134
embedded ecologically identified goals and contexts
, 130–131
ethical argument for inclusion of
, 138–139
opportunities to learn
, 125–140
outcomes of
, 134
post-school
, 136–138
professional organizations support to
, 123–125
in school
, 135–136
supports to
, 131–132
Universal Design for Learning
, 129–130
External praise
, 40
Fairness
, 3, 5, 8, 11, 13, 14, 17, 25
Fear
, 15
Fetal Alcohol Spectrum Disorder (FASD)
, 44
FI (French Immersion) kids
, 2
Finland
Finnish National Curriculum
, 166, 173
inclusive education in
, 166
First Nations
, 26, 27, 37, 41, 47, 51n1
Free and Appropriate Public Education
, 107
Freedom of expression
, 194
Free play
, 60
Fund(s/ing)
, 5, 82, 194, 222, 227
of knowledge
, 194, 197, 198, 200, 201, 209, 211
structures
, 11, 26
Genocide
cultural, disabled remnants and
, 26–28
Gentleness
, 45–50
Gentle Teaching
, 25, 30, 38, 41, 45–50
Gentrification
, 37
Gifted education, misconceptions about
differentiated instruction
, 249–250, 252
teaching methods
, 247–249, 251–252
Gifted students
, 239–252
in inclusive education
, 241–242
misconceptions regarding
classless belief
, 247, 251
entity belief
, 244–245, 251
giftedness, and high IQ
, 244, 250
high ability students, problems or challenges faced by
, 246–247, 251
omniscient person belief
, 243, 250
syndromic belief
, 245–246, 251
Gratitude
, 40
Guilt
, 17
Harmony
, 38
High ability students, problems or challenges faced by
, 246–247, 251
Holism
, 44
Home and community-based services (HCBS)
, 86
H.O.M.E. Society of Canada
, 47, 48
Homophobia
, 37
Honesty
, 6, 14, 46, 47
Human rights
, 3
Inclusion
, 216, 220, 221, 224, 226, 227
barriers to
, 151
beneficial
, 84–85
defined
, 83–85, 120–123, 150
of ESN students, ethical argument for
, 138–139
I/DD influences on
, 106
impact on educators
, 100–102
impact on students without disabilities
, 98–100
increasing
, 90–91
meaningful
, 84–85, 87, 95–97, 102–104, 107, 109
multifaceted approach to
, 149–152
and outcomes, connection between
, 93–94
rationale for
, 151
-related U.S. policy
, 85–86
of secondary students with I/DD
, 87–88, 94–95
status, for I/DD students
, 86–87
“Inclusion in action” research
, 71
Inclusive co-teaching practices
, 165–183
Inclusive education
, 166, 215–235
apolitical issues in
, 69–70
assessment of. See Assessment of inclusive education
cross-cultural
, 68–89
cross-disciplinary
, 65–67
defined
, 61
elements of
, 84
and epistemological beliefs, relationship between
, 61–64
ethical dilemmas of
, 217–219, 227
gifted students in
, 241–242
in Jamaica
, 148–149
in multimodal literacy
, 193, 209
professional ethics in
, 1–17
research
, 70–72
schooling and
, 5–7
social constructivist perspective of
, 62–63
Inclusive pedagogy. See Inclusive education
Inclusive Practice project
, 66–67
Incremental theory of beliefs
, 244
Indian Act (1876)
, 26, 27
Indigeneity
, 25, 31, 32, 44
Indigenous ethics
, 38–42, 45–47
Indigenous peoples
, 24–29, 31–45, 49, 50, 51n1, 51n5
becoming, premise of
, 42–45
identities, honoring
, 42–45
Individualized education plan (IEP)
, 14, 85, 90, 132–133, 135, 221
IEP kids
, 2
Individuals with Disabilities Education Act (IDEA)
, 120, 121
Individuals with Disabilities Education Improvement Act (IDEIA)
, 85, 86
Industrialization
, 31
Injustice
environmental
, 27
spatial
, 34, 37, 45
See also Justice
In-service teacher learning
, 181–183
Institutional curriculum
, 195
Institutionalization
, 37
Institutionalized discrimination
, 227
Instruction, differentiated
, 249–250, 252
Integrity
, 6, 14
Intellectual and developmental disabilities (I/DD)
, 79–109
assessment of learning success, redefining
, 97–98
behavior management
, 104–105
continuum of placements
, 88–89
co-teaching for
, 104
defined
, 81–83
educators, impact of inclusion on
, 100–102
engagement in learning and academic gains
, 95, 96–97
ethical decision making, framework for
, 83
ethical dilemmas for secondary students with I/DD
, 96–98
inclusion on secondary students with I/DD, impacts of
, 94–95
increasing inclusion
, 90–91
influences on inclusion
, 106
interaction opportunities and social skill development
, 96
lived educational experiences and ethical principles
, 94
meaningful inclusion, promoting
, 102–103
outcomes and inclusion, connection between
, 93–94
outcomes research
, 92–93
paraprofessionals, guiding
, 105–106
peer relationships, facilitating
, 105–106
policy-maker’s role in decision-making
, 106–107
post-school outcomes
, 91–92
potential conflict with ethical principles
, 98
secondary students, inclusion of
, 87–88
standards modification
, 97
student assessment and content accessibility
, 103–104
students without disabilities, impact of inclusion on
, 98–100
students, inclusion status for
, 86–87
teachers, professional development for
, 107–108
Intellectual disabilities
, 149
Interaction opportunities, for I/DD students
, 96
Interactive reading
, 199–200
Interdependence
, 46
Interrelatedness
, 44
IQ
high, giftedness and
, 244, 250
Isolation
, 37
Jamaica
digital learning
, 145–162
education in
, 147–148
inclusive education in
, 148–149
Ministry of Education (MOE)
, 147, 154
Ministry of Education, Youth and Culture (MoEYC)
, 148
special education in
, 148–149
Task Force on Education Reform (2004)
, 147
Vision Jamaica 2030
, 148
Joint action. See Co-teaching
Justice
, 3, 5, 6, 8, 229
distributive
, 240
spatial
, 37
See also Injustice
K-12 public education
, 137
Kanawayhitowin
, 25, 43, 46, 50
Kindergarten literacy curriculum
, 197–198
in action
, 199
Kindness
, 46
Kinship integration
, 48
Kisewatisowin (kindness)
, 46
Knowledge
, 16, 29, 34, 40–44, 49, 60–63, 65, 67, 71, 72, 82, 88, 95, 97, 101, 103, 128, 139, 146, 167, 171, 174, 178–180, 192, 199, 210, 232, 243, 248, 264
ethical
, 6, 9, 10, 217, 224
funds of
, 194, 197, 198, 200, 201, 209, 211
Indigenous
, 26, 33, 36, 39, 42–44, 47
professional
, 168
Learner
, 232–233
Learning
, 2–8, 13–15, 18, 26, 36, 41–43, 48, 49, 60–67, 69–72, 82, 84, 85, 88–90, 94–105, 107, 120–122, 124–127, 129–136, 139, 166–172, 216–219, 221–224, 226, 228, 230–235
digital
, 145–162
in-service teacher
, 181–183
potentials for
, 192
pre-service teacher
, 181–183
Universal Design for Learning
, 97, 103–104, 129–130, 132, 138
Learning disabilities (LD)
, 147, 149, 153, 154, 160
Least Restrictive Environment (LRE)
, 85, 87, 121, 122
Liberia
cross-cultural inclusive education in
, 68
Literacy
, 70, 131, 135
digital approaches to
, 145–162
education
, 161
multimodal
, 189–211
Literacy Research Association
, 191
Love
, 34, 43, 46–50
unconditional
, 47
Loyalty
, 14–15, 177
Mainstreaming
, 122
Marginalization
, 24, 34, 36, 41, 124, 220, 221, 223, 227
Meaningful inclusion
, 84–85, 87, 95–97, 104, 107, 109
promoting
, 102–103
Medicaid
, 136
Medicalization
, 31, 32
Medical model of disability
, 32
Mentor text
, 200
Millennium Development Goal
, 148
Modeling as teaching
, 40
Moral agency
, 6
Motivation
, 157–160
measuring
, 13–14
Multimodal literacy
, 189–211
center work and consulting diverse model representations
, 200–204
curricular lessons
, 209–211
defined
, 191
ethical curriculum of
, 194–197
features of
, 198–199
interactive reading
, 199–200
kindergarten literacy curriculum
, 197–198, 199
potentials for learning
, 192
rights to
, 194
3D model opportunities
, 206–209
writing center
, 204–206
Multimodal pedagogies
, 192–194
National Joint Committee for the Communication Needs of Persons with Severe Disabilities
, 135
Native Ethics and Principles
, 39
Natural law
, 38, 42, 43, 46, 47
Nehiyaw (Cree) worldview
, 25, 26, 38, 42, 43, 46–47
New Zealand
Code of Ethics
, 228–229
ethical assessment practices
, 230–231
inclusive education in
, 222
Ministry of Education
, 222
No Child left Behind Act (NCLB)
, 132
Noddings’ theory of the ethic of care
, 4
Non-Governmental Organizations (NGOs)
services to ESN students
, 121
Non-interference
, 40
Normalization
, 29, 122
North America, ethical dilemmas in teaching
, 10
Nurturing
, 49, 50
Objective truth
, 218
Observation
, 49, 155, 171, 172, 179–182, 198, 222, 229, 234
Omniscient person belief
, 243, 250
Ontology
, 32–34, 37, 38, 40, 45, 46, 48–50, 151, 193–194
Opportunities to learn (OTLs)
, 120, 123–140
concept map of
, 128–129, 130
curriculum
, 127, 128, 132–135
standards of
, 126
Oppression
colonial
, 45
disability
, 33–34
Other, the
, 34–37, 44
Overall teacher judgment (OTJ)
, 230
P-12 education system
, 102–103
Paraprofessionals, guiding
, 105–106
Patience
, 40
Pedagogic community
, 65–66, 67
Peer relationships, facilitating
, 105–106
Physical inclusion
, 3
Picture Exchange Communication Systems
, 132
Pimatisiwin
as decolonizing strategy
, 38–39
defined
, 38
disability through, reclaiming
, 25, 26, 29, 34, 37, 41, 45–47, 49, 50
Placement
, 3, 12, 35, 37, 39, 85, 88–89, 91, 98, 99, 106, 108, 137, 173
Policy(ies)
, 2, 3, 5, 8, 25, 26, 28, 29, 31, 34, 35, 50, 70, 73, 80, 81, 85–86, 148, 151, 159, 161, 173, 191, 195, 216–217, 220–223, 225–227, 229, 234, 235, 247
Policy-maker’s role in decision-making for I/DD students
, 106–107
Positionality
, 40
Positive behavior intervention strategies (PBIS)
, 104–105
Possibility oriented situations to co-teaching
, 178
Post-school outcomes
, 91–92, 136–138
Potentials for learning
, 192
Poverty
, 24, 26, 27, 37, 44, 124, 136, 241
Practice
classroom
, 60–62, 64, 66–68, 71, 159, 174, 230
consistency in
, 175–177
inclusive co-teaching
, 165–183
ethical dilemmas in
, 7–10
Prayer
, 47
Pre-service teacher learning
, 181–183
Professional development
, 16, 101, 105–108, 126, 133, 167, 181
Professional Ethical Principles for Special Educators (Council for Exceptional Children)
, 124–125
Professional ethics, in inclusive education
, 1–17
Professional organization’s support to ESN students
, 123–125
Professional responsibility
, 8, 11, 15, 16, 177
Programmatic curriculum
, 195, 196
Provocations
, 199
Proximity
, 195
Punishment
, 27, 40
Racial profiling
, 27
Racism
, 37, 45
in special education
, 28–34
systemic
, 28
Reading, interactive
, 199–200
Reciprocal relationships
, 196, 209
Reciprocity
, 41, 44, 47
Reflective co-teaching development
, 180–181
Rehabilitation
, 31
Rehabilitation Act
, 86
Relatedness
, 42
Relational agency
, 220, 226
Relationality
, 40
Relocation
, 28, 37
Renewal
, 38
Respect
, 3, 4, 6, 25, 30, 33, 41, 43, 44, 47
Responsibility(ies)
, 3, 4
physical and ethical
, 5–7
Responsibility
, 41, 43
Responsible care
, 229
Reverence
, 42, 44
Rez Sisters, The
, 44, 45
Right(s)
to access and connect
, 37
to be and become
, 37
to be heard
, 196–197
to freedom of expression
, 194
to thrive and express
, 37
Rights-based education approach
, 149
Royal Commission on Aboriginal Peoples (RCAP)
, 25, 31, 41
Salamanca Statement and Framework for Action on Special Needs Education
, 2–3, 4, 15, 166
Schooling, and inclusive education
, 5–7
Score pollution
, 230
Scotland
Inclusive Practice project
, 66–67
Secondary students with I/DD
ethical dilemmas for
, 96–98
impact of inclusion on
, 94–95
inclusion of
, 87–88
Segregation
, 28
Self-actualization
, 38
Self-determination
, 31, 36, 42, 44, 50
Self-discovery
, 42
Self-efficacy
, 158, 183, 245
Self-empowerment
, 157
Self-identification
, 50n1
Self-reflection
, 39, 41, 48
“Separate but equal” doctrine
, 123
Sexism
, 30, 31, 37, 45
Shared inclusive thoughtfulness
, 176, 180–181
Shared responsibility
, 177
Shared student activities, in diverse working groups
, 179–180
Sharing
, 40, 41, 46, 48
Social capital
, 27, 30, 37, 51n4
Social constructivist perspective of inclusive education
, 62–63
Social inclusion
, 192
Social model of disability
, 30, 32–33, 50
Social skill development, of I/DD students
, 96
Soviet Union
apolitical issues in inclusive education
, 69–70
Spatial injustice
, 34, 37, 44
Spatial justice, ethics of
, 37
Special education
, 16–17, 146
ableism in
, 28–34
for I/DD students
, 88
in Jamaica
, 148–149
racism in
, 28–34
Special educators
, 11, 102, 108, 167, 168, 171–173, 178–181
Special needs(ism)
, 5, 6, 8, 226
Special school
, 222
Stepped-up support system
, 173
Sterilization
, 27
Stigma
, 158
Storywork
, 43–45
Struggling readers
defined
, 146
digital learning
, 145–162
Students
without disabilities, impact of inclusion on
, 98–100
diverse needs of, seeking balance in meeting
, 11–13
individual differences and capabilities, caring for
, 176, 177–179
voice
, 219, 233
Survey
, 68, 99, 100, 101, 132, 155, 219, 222
Syndromic belief
, 245–246, 251
Synergy
, 44
Systemic racism
, 28
Tapowakeythi tamowin (truth)
, 46
Tapwiwin (honesty)
, 46
Teacher(s)
efficacy
, 11
epistemological beliefs
, 60–64, 69
ethically informed decisions over assessment practices
, 216–217
inclusive co-teaching practices
, 165–183
of I/DD students, professional development for
, 107–108
in-service learning
, 181–183
joint goal setting
, 169–172
modeling as
, 40
as moral agents
, 9
preparation
, 11
pre-service learning
, 181–183
professional knowledge
, 168
supporting, importance of
, 16–17
work, ethical nature of
, 5–9
Teaching methods, and gifted education
, 247–249, 251–252
Teaching practice, ethical dilemmas in
, 7–10
Technology use in special education settings
, 152–156
methodology and data
, 154–156
program description and context
, 153–154
results
, 156
Tenderness
, 47
Testing
, 154, 223
3D model opportunities
, 206–209
Time table, role of
, 231–232
Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID)
, 136
Trust
, 5, 49, 104, 175–177, 182, 218
Truth
, 37, 42–44, 46, 50, 228, 229, 242
objective
, 218
Truth About Stories, The
, 44
Truth and Reconciliation Commission of Canada (TRC)
, 26, 27, 29, 41
Unconditional love
, 47
UNESCO
Salamanca Statement and Framework for Action on Special Needs Education
, 2–3, 4, 15, 166
Unfinished Business
, 44
United Kingdom (UK)
apolitical issues in inclusive education
, 70
ethical assessment practices
, 228
United Nations (UN)
, 123, 139, 150
Agenda for Sustainable Development
, 124
Millennium Development Goal
, 148
rights-based education approach
, 149
support to ESN students
, 124
United Nations’ Convention on the Rights of Persons with Disabilities
, 4
United Nations Convention on the Rights of the Child (UNCRC)
, 194, 232–233
Article
, 12, 233
Article
, 13, 233
United Nations General Assembly
, 233
United States (U.S.)
ESN students, inclusive education for
, 122–123
ethical assessment practices
, 230
inclusion-related policies in
, 85–86
intellectual and developmental disabilities
, 79–109
Universal Declaration of Human Rights
Article
, 26, 150
Universal Design for Learning (UDL)
, 97, 103–104, 129–130, 132, 138
University of West Indies
Centre of Disabilities
, 149
Vision Jamaica 2030
, 148
Voice
, 40
Wahkohtowin
, 38, 42, 44–50
Wellness
, 38
When the Other is Me – Native Resistance Discourse 1850-1990
, 34
Whiteness
, 29, 32
White privilege
, 28
Withdrawal
, 40
Workforce Innovations and Opportunities Act (WIOA)
, 86
Workforce Investment Act WIA). See Workforce Innovations and Opportunities Act (WIOA)
World Conference on Special Needs Education (1994)
, 2
World Health Organization (WHO)
, 123, 139
Report on Disability
, 124
support to ESN students
, 124
Writing center
, 204–206
You’re Not The Indian I Had In Mind
, 44
- Prelims
- Conceptualizing Professional Ethics in Inclusive Education
- Reclaiming Disability through Pimatisiwin: Indigenous Ethics, Spatial Justice, and Gentle Teaching
- Ethics, Epistemologies, and Inclusive Pedagogy
- Ethics of Inclusion for Secondary Students with Intellectual and Developmental Disabilities in the United States
- Ethical Considerations for Inclusive Practices for Students with Extensive Support Needs
- The Ethics of Inclusion: Digital Approaches to Literacy among Struggling Readers in Two Jamaican High Schools
- Uncovering Moral Aspects in Inclusive Co-Teaching
- Ethical Curricula through Responsive, Multimodal Literacy and Pedagogy: Illustrations from a Kindergarten Classroom Curriculum
- Untangling Optical Illusions: The Moral Dilemmas and Ethics in Assessment Practices
- Ethical Challenges in Inclusive Education: The Case of Gifted Students
- About the Authors
- Index