Ethics of inclusion for secondary students with intellectual and developmental disabilities in the United States

Nancy Molfenter, Cheryl Hanley-Maxwell

Research output: Contribution to journalReview articlepeer-review

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 languageEnglish (US)
Pages (from-to)79-117
Number of pages39
JournalInternational Perspectives on Inclusive Education
Volume9
DOIs
StatePublished - 2017

Keywords

  • Ethical framework
  • Inclusion
  • Intellectual disability
  • Meaningful inclusion
  • Secondary student
  • United States

ASJC Scopus subject areas

  • Education

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