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Purpose – The aim of this chapter is to share our thoughts and observations about some of the ethical issues that arise when researching sport-drinking cultures. In particular, the chapter focuses on what researchers should do when they witness potentially harmful and risky drinking behaviour.

Approach – The chapter is written mainly from an ethics disciplinary background. We use philosophical methods to analyse, evaluate and interrogate certain claims, assumptions and judgements about moral action and inaction in the research context. We employ ethical concepts in general and research ethics concepts in particular to make and defend value judgements about what is reasonable or unreasonable, right or wrong, and good or bad in relation to witnessing risky and harmful behaviour.

Findings – The chapter argues that in some situations there are good and perhaps compelling moral reasons for researchers to take action when they observe certain problematic drinking behaviour. Researchers who fail to notice and/or act may be morally blameworthy and culpable in other ways, e.g. in breach of contract or code of conduct.

This chapter describes the influences that are fundamental to facilitating a system of support for inclusive education for students with low-incidence disabilities. Some of the major factors are values and beliefs, rights, relationships and a sense of belonging, policy, and effective practices (Smith, 2006; Walther-Thomas, Korinek, McLaughlin, & Williams, 2000). Within each of the features, collaboration is inherent and essential. A summary of literature on each feature is provided with examples to support the importance for students with low-incidence disabilities. The effective practices of Universal Design for Learning (UDL), co-teaching, peer supports, and school-based teams are highlighted. In order to move forward, educators and administrators need to take responsibility for all children. Effective leadership models are characterized by collaborative efforts that foster a shared responsibility of the team, emphasize thoughtful planning, and identify and allocate the necessary resources and supports.

Staff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We outline the theoretical role-specific consequences of principal and teacher turnover for features of principal leadership and teacher community, and we test these ideas in repeated teacher survey data from a sample of 73 Los Angeles elementary schools. We find evidence that principal turnover fundamentally disrupts but does not systematically decrease relational qualities of principal leadership; negative changes for initially high social resource schools offset positive changes for initially low social resource schools, suggesting that relational instability “resets” the resources that develop in the relationships between leadership and teachers. Greater consistency in measures of teacher community in the face of teacher turnover implies that the social resources inhering in the relationships among teachers are more robust to instability.

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.

In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.