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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.

This chapter aims to provide the recent developments on the supplementary education system in Turkey. The national examinations for advancing to higher levels of schooling are believed to fuel the demand for Supplementary Education Centers (SECs). Further, we aim to understand the distribution of the SECs and of the secondary schools across the provinces of Turkey in order to evaluate the spacial equity considerations.

The evolution of the SECs and of the secondary schools over time are described and compared. The provincial distribution of the SECs, secondary schools, and the high school age population are compared. The characteristics of these distributions are evaluated to inform about spatial equity issues. The distribution of high school age population that attend secondary schools and the distribution of the secondary school students that attend SECs across the provinces are compared.

The evidence points out to significant provincial variations in various characteristics of SECs and the secondary schools. The distribution of the SECs is more unequal than that of the secondary schools. The provinces located mostly in the east and south east of the country have lower quality SECs and secondary schools. Further, the SEC participation among the secondary school students and the secondary school participation among the relevant age group are lower in some of the provinces indicating major disadvantages.

The review of the most recent developments about the SECs, examination and comparison of provincial distributions of the SECs and of the secondary schools are novelties in this chapter.

Young men and women dominate different niches of science education in Australia, but how this divide varies between university and post-secondary vocational education and training (VET) is not well understood. Therefore, I compare courses in both sectors to assess if the male–female gap at later stages of education mirrors adolescent career plans and subject choices made in secondary school. Multinomial logistic regressions estimated on data from the Longitudinal Survey of Australian Youth (Y06) illustrate the extent to which the gender divides in secondary and post-secondary education correspond with one another. Y06 started with the 2006 Australian Programme for International Student Assessment (PISA). Each year until 2013, a nationally representative sample of youth, who were nearly 16 years old in 2006, reported their schooling and work experiences. I find that Australian women rarely specialise in physics, engineering and technology (PET); in contrast, they dominate the life sciences. While post-secondary science is segregated by gender everywhere, the disparity within VET is much deeper due to a large share of PET enrolments. VET students, who come from modest socio-economic backgrounds and have less academic success at school, learn in more segregated environments than their university peers. This analysis suggests that gender divides will be particularly hard to close within post-secondary VET, even if schools succeed in eradicating gender differentials in students’ career aspirations, science performance, self-concept and choices of science subjects.

The transition from school to work or to post-secondary training is a critical period for all students (Gilmore, Bose, & Hart, 2001; Zaft, Hart, & Zimbrich, 2004). Thus, a challenge for educators is to develop educational programs and services that embrace the characteristics that is prevalent in highly successful adults with and without disabilities. For years, adolescents and adults with development disabilities did not receive much attention from general or special educators. Fortunately, special educators now are reorganizing the complex needs of these older individuals and are making progress in designing interventions to meet their diverse needs. However, they alone cannot ensure the success of these students in secondary and post-secondary situations (see Hart, Mele-McCarthy, Pasternack, Zimbrich, & Parker, 2004). Legislators and policymakers must consider the special needs of this population in reforming secondary education; and general and special educators must share the responsibility of preparing them for graduation and post-secondary planning (see Bailey, Hughes, & Karp, 2004). In addition, community services must join forces with educators and employers to provide individuals with developmental disabilities with a continuum of services throughout their life span. Many students with developmental disabilities find themselves unprepared at college entry in a number of areas including inadequate knowledge of subject content, underachieving in academic skills, poor organizational skills (e.g., time management and study skills), poor test taking skills, lack of assertiveness, and low self-esteem (Dalke & Schmitt, 1987; Mull, Sitlington, & Alper, 2001; Stodden & Whelley, 2004).

Inclusion Alberta and Concordia University of Edmonton share a long history of providing students with intellectual disabilities fully inclusive post-secondary education through active participation in university courses and campus life; enhancing the learning environment for all. The chapter begins with a synopsis of the partnership between Inclusion Alberta and Concordia University of Edmonton described by a senior university administrator, an overview of Inclusion Alberta and their innovative approaches to enabling children, youth, and adults with intellectual disabilities and their families to be fully included in community. Inclusion Alberta works to deeply embed individuals with disabilities in the natural pathways of life while capitalizing on community capacity, with inclusive post-secondary education as one example of how many young people normatively transition into adulthood. An Inclusion Alberta coordinator will detail her work supporting the inclusion of students at Concordia University of Edmonton. A current faculty member, and former inclusive post-secondary student, will share their experience with academics and co-curricular inclusion. The chapter provides a diversity of perspectives on inclusive post-secondary education within Alberta; this range of perspectives and deep partnership is critical for successful inclusive learning experiences.

Since the 1960s, Egypt has sought to increase equality in access to higher education. Data show that completion of pre-tertiary education has become more equal. However, this trend toward equality did not extend to higher education. Rather, entry to higher education has become more unequal during this period, principally due to tracking at the secondary level. Secondary track is highly correlated with wealth: students from the poorest families overwhelming attend technical education; most children from wealthy families attend general (academic) secondary. Lucas (2001) has called this relationship between wealth and tracking “Effectively Maintained Inequality.”

This one-year qualitative study examined the role Culturally Sustaining Pedagogies (Paris, 2012; Paris & Alim, 2014) had on secondary pre-service teachers in an urban school. This study examined the journey of six pre-service urban high-school teachers in Arizona as they enact Culturally Sustaining Pedagogy (CSP) in a year-long student teaching residency. Pre-service teachers worked with and learned from English Language Learners in various contexts. Factors that influenced their CSP practices are discussed through themes that emerged from interviews and classroom observations.

The aim of the chapter is to investigate the changing structural position of post-secondary schools in Poland, seen from the perspective of the expansion of higher education from one side and the current reform of vocational education from the other. Do post-secondary schools enhance opportunities for those who might not otherwise consider further education, especially when we consider lower cost, open admissions and greater accessibility in comparison with higher education institutions? Or do they play a role of a ‘discounted’ and ‘undervalued’ education for those who could not manage to enter three-year-bachelor cycles in tertiary education and thus were forced to lower their initial educational aspirations? The opening up of higher education to new student populations was done by the rapid expansion of the private (paid for) sector and the fee-paying courses in the public sector. Liberal educational policy not only opened an opportunity for the privatization in higher education, but also expanded the market-driven provision at the post-secondary level. The discussion on the relevance of post-secondary vocational qualifications must be seen within the context of the continual inflation of diplomas/degrees and the unemployment of graduates after finishing higher education. Since 2010, there has been a reverse process initiated at the governmental level in Poland: reform schemes to increase the participation of young people in vocational education and training. However, the structural position and functions of post-secondary schools, as well as their role in the employability of young people, are not subject to any open discussion at the political level. This sort of status quo concerning post-secondary institutions means that their institutional identity issues are resolved and their structural position defined predominantly by market forces.

Girls’ access to education has improved in many of the world's developing countries. These countries are striving to meet the United Nations Millennium Development Goals (MDGs) requiring them to provide gender equality, promote the empowerment of women, and establish universal primary education (UPE) by 2015. The success of UPE in achieving gender equality in enrollment in those countries able to institute it is encouraging. Where previously girls trailed boys in their ability to access education due to parent inability or reluctance to pay the costs, they are now entering primary schools in comparable numbers (UNESCO, 1999, 2006).

Research has documented post-school outcomes for students with emotional and behavioral disabilities and learning disabilities continue to be poor. To improve student outcomes for these populations, research has recommended implementing evidence-based practices and predictors in the classroom. The purpose of this chapter is to identify evidence-based practices and predictors targeted for students with emotional and behavioral disorders and learning disabilities in the area of secondary transition. We identify and briefly describe 12 evidence-based practices and 14 evidence-based predictors for students with emotional and behavioral disorders and learning disabilities. Implications for practice and suggestions for future research are also discussed.