This volume focuses on professional ethics and the moral dimensions of inclusive education. Grounded in an examination of international conceptualizations of ethics and inclusion, this book will provide a comprehensive analysis of current understandings of professional ethics in the context of inclusive education.

This volume focuses on professional ethics and the moral dimensions of inclusive education. Grounded in an examination of international conceptualizations of ethics and inclusion, this book will provide a comprehensive analysis of current understandings of professional ethics in the context of inclusive education.

The Ethics of Inclusive Education clarifies the idea of inclusion and its normative content, and presents a coherent theoretical framework for inclusion and inclusive education. It serves as one of the first extended philosophical defenses in the field of inclusive education that goes beyond a simple assertion of educational value. Integrating perspectives from the history, sociology and psychology of inclusive education, this book develops a holistic concept of inclusion, while clearly and systematically examining the ethical-normative content of inclusive education. It also offers: an interdisciplinary analysis of inclusion and inclusive schooling, ranging from historical to sociological analysis of their predecessors and preconditions, to the investigation of their philosophical and educational content, an in-depth analysis of the moral significance of exclusion, the value of inclusion and inclusive education from an analytical point of view, and practice-oriented investigations of the individual and social conditions for inclusion and inclusive education. The Ethics of Inclusive Education serves researchers, practitioners and politicians, to make key educational decisions about how to understand, explore or realize inclusive educational aims, especially with respect to disability and special needs.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.

Moving towards Inclusive Education: Diverse National Engagements with Paradoxes of Policy and Practice presents perspectives from Asia-Pacific and Europe that have seldom been heard in international debates. While there may be global consensus around United Nations' goals for inclusion in education, each country's cultural and religious understandings shape national views regarding the priorities for inclusion. Some countries focus on disability, while others bring in concerns about culture, ethnicity, language, gender and/or sexuality. In this fascinating collection, senior commentators explore the ethical difficulties as well as hopes for a more inclusive education in their countries, raising questions of interest for educators, policy-makers and all who support the work of inclusive education. Contributors are: Vishalache Balakrishnan, Bayarmaa Bazarsuren, Cleonice Alves Bosa, Yen-Hsin Chen, Lise Claiborne, Tim Corcoran, Bronwyn Davies, Carol Hamilton, Dorothea W. Hancock, Mashrur Imtiaz, Maria Kecskemeti, Silvia Helena Koller, Yvonne Leeman, Sonja Macfarlane, Roger Moltzen, Sikder Monoare Murshed, Sanjaabadam Sid, Simone Steyer, Eugeniusz Świtała, Wiel Veugelers, and Ben Whitburn.

Now available in Open Access thanks to the support of the University of Helsinki. Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools. In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.

Marking the first time an entire book has been dedicated to the topic of successful inclusive education, in this volume leading experts address international perspectives on funding models, the role of resources, and the development of professionals for the implementation of effective inclusive education.

This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through small, local, or nation-wide programs to improve peoples’ experiences regarding diversity, such as racism, classism, meritocracy, and redefines the priorities to advance on the quality of education for all.

Instructional Collaboration in International Inclusive Education Contexts looks at the instructional collaboration between special education and general education in international educational contexts and the role this plays in enabling inclusive education.

Assistive technology consists of products and services that are designed to support students to augment, strengthen, or bypass areas of difficulty and that allow them to access the curriculum and social aspects of the classroom where they would not previously have had access.