Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 79-117 |
| Number of pages | 39 |
| Journal | International Perspectives on Inclusive Education |
| Volume | 9 |
| DOIs | |
| State | Published - Jan 1 2017 |
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Keywords
- Ethical framework
- Inclusion
- Intellectual disability
- Meaningful inclusion
- Secondary student
- United States
ASJC Scopus subject areas
- Education
Cite this
Ethics of inclusion for secondary students with intellectual and developmental disabilities in the United States. / Molfenter, Nancy; Hanley-Maxwell, Cheryl D.
In: International Perspectives on Inclusive Education, Vol. 9, 01.01.2017, p. 79-117.Research output: Contribution to journal › Review article
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TY - JOUR
T1 - Ethics of inclusion for secondary students with intellectual and developmental disabilities in the United States
AU - Molfenter, Nancy
AU - Hanley-Maxwell, Cheryl D
PY - 2017/1/1
Y1 - 2017/1/1
N2 - 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.
AB - 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.
KW - Ethical framework
KW - Inclusion
KW - Intellectual disability
KW - Meaningful inclusion
KW - Secondary student
KW - United States
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U2 - 10.1108/S1479-363620170000009004
DO - 10.1108/S1479-363620170000009004
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AN - SCOPUS:85019146905
VL - 9
SP - 79
EP - 117
JO - International Perspectives on Inclusive Education
JF - International Perspectives on Inclusive Education
SN - 1479-3636
ER -