Index

Citation (2017), "Index", Ethics, Equity, and Inclusive Education (International Perspectives on Inclusive Education, Vol. 9), Emerald Publishing Limited, Bingley, pp. 261-274. https://doi.org/10.1108/S1479-363620170000009016 Publisher: Emerald Publishing Limited Copyright © 2017 Emerald Publishing Limited INDEX Ability, 2, 3, 5, 6, 10, 11, 14, 17, 30, 36, 44, 60, 63, 65–67, 69–71, 102, 132, 135, 137, 138, 151, 159, 162, 175, 196, 205, 208–210, 218, 220, 223, 224, 227, 229, 230, 235, 241, 245–249, 251 Ableism, 28, 37, 45, 51n6 in special education, 28–34 systemic, 29 Aboriginal peoples, 24–31, 34–36, 40–42, 44, 47–50, 51n1, 51n5 Access, 3, 4, 12, 29, 30, 36, 37, 85, 88, 100, 109, 121, 123, 124, 126, 128, 131–133, 135, 147, 149–151, 154, 157, 162, 167, 178, 198, 222, 226, 227, 250 Achievement, 38, 69, 82, 88, 94, 98, 121–123, 146, 158, 223, 229–231, 240, 245, 246 measuring, 13–14 Action research, 71, 183 Administration, 195 Administrators, 50, 133, 150, 162, 242, 247, 252 role in decision-making for I/DD students, 106–107 Afterward – Private Stories , 44 Agency, relational, 220, 226 Agenda for Sustainable Development (United Nations), 124 American Association of Intellectual and Developmental Disabilities (AAIDD), 82 Anger, 40 Animal Form , 139 Anxiety, 17 Apolitical issues, in inclusive education, 69–70 Asakiwin (sharing/caring), 46 Assessment, 11, 13–14, 70, 97, 103, 123, 126–129, 132–133, 138, 155, 174, 199, 215–235 challenges to, 220–223 effectiveness of, 226–228 implications of, 228–231 implications on students, 223–224 influences on ethical decision-making, 224–226 pressures on, 228–232 Assessor, role of, 231–232 At risk, 35, 36 Attendance, 91, 148, 155–157 Attitudes and beliefs about disability, 11 Augmentative alternative communication (AAC) system, 128, 131, 132 Authentic community building, 49 Autonomy, 228 Barriers to educational opportunities and services, 12 to inclusion, 151, 158–160 Beautiful Mind, A , 245 Behavior management, for students with I/DD, 104–105 Beneficial inclusion, 84–85 Beliefs classless, 247, 251 entity, 244–245, 251 entity theory of, 244 epistemological, 60–61, 69 ethical issues in, 64–65 and inclusive education, relationship between, 61–64 incremental theory of, 244 moral, of co-teaching, 172–181 caring for students’ individual differences and capabilities, 176, 177–179 compatibility and trust, 175–177 encouraging discourse between students, 176, 179–180 shared inclusive thoughtfulness, 176, 180–181 omniscient person, 243, 250 syndromic, 245–246, 251 Benevolent humanitarianism, 30, 31, 43 Breath of Life Theory , 39 Canada cultural genocide, 26–28 diverse needs of students, seeking balance in meeting, 11–13 ESN students, inclusive education for, 122 H.O.M.E. Society of Canada, 47 inclusive education in, 3 Truth and Reconciliation Commission of Canada (TRC), 26, 27, 29, 41 Canadian Charter of Rights and Freedoms, 3 Capital, 34 social, 27, 30, 36, 51n4 Care, 3–8, 10, 11, 14, 15, 17, 25, 30, 33, 43, 47, 48, 228, 247 ethic of, 160–161, 221 responsible, 229 Caribbean Secondary Education Certificate (CSEC), 154 Caring, 46 Caring Study , 6–7 Center for Medicaid Services (CMS), 86 Center work, 200–204 Challenge oriented situations to co-teaching, 178, 181 Children’s learning, Piagetian constructivist epistemological view of, 60–61 Children’s rights, 194, 196–197 China ESN students, inclusive education for, 122 Regulations for Persons with Disabilities (1994), 122 Classism, 30 Classless belief, 247, 251 Classroom-based ethical challenges, 10–15 diverse needs of students, seeking balance in meeting, 11–13 loyalty, 14–15 motivation or achievement, measuring, 13–14 Classroom curriculum, 194–197, 210 Classroom practices, 60–62, 64, 66–68, 71, 159, 174, 230 Climate, 196, 210, 245 Clinton, Bill, 125 Code of Ethics, 228–229, 230 Coercion, 28, 69 Communication, 128, 131, 132, 135, 136, 172, 192, 198, 210 goals, 131 multimodal, 190, 191 skills, 135 Community barriers to inclusion, 151, 158–160 Companionship, 47, 49, 50 Compassion, 6, 44, 47 Compatibility, 175–177 Compliance, 72, 196 Connectedness, 49 Conservation, 40 Consistency, 47 in practices, 175–177 Content accessibility, student assessment and, 103–104 Continuum of placements, for I/DD students, 88–89 Co-teaching, 104, 165–183 future steps in pre-service and in-service teacher learning, 181–183 moral beliefs of, 172–181 caring for students’ individual differences and capabilities, 176, 177–179 compatibility and trust, 175–177 encouraging discourse between students, 176, 179–180 shared inclusive thoughtfulness, 176, 180–181 teachers’ joint goal setting, 169–172 Council for Exceptional Children (CEC), 10, 123, 139 support to ESN students, 124–125 Professional Ethical Principles for Special Educators, 124–125 Critical disability theory, 30 Cross-cultural inclusive education, 68–89 Cross-disciplinary inclusive education, 65–67 Cultural barriers to inclusion, 151, 158–160 Cultural genocide, disabled remnants and, 26–28 Curricular informants, 194 Curriculum, 14, 61, 63, 65–68, 85, 100, 121–123, 149, 154, 158, 166, 168, 173, 216, 217, 221, 226, 233, 242, 246, 248 classroom, 194–197, 210 ethical, of multimodal literacy, 194–197 institutional, 195 kindergarten classroom, 189–211 opportunities to learn, 126–128, 132–135, 138, 139 programmatic, 195, 196 Damage-centered research, 25 Defeathering the Indian , 34 Demarcation, 31, 35 Demonstration, 200 Dialogue, 43 Differentiated instruction, 249–250, 252 Differentiation, 177–179 Digital learning, 145–162 data analysis reading levels, 157 technology and student motivation, 157–160 ethic of care, 160–161 multifaceted approach to ethical inclusion, 149–152 technology use in special education settings, 152–156 methodology and data, 154–156 program description and context, 153–154 results, 156 Disability(ies), 3–7, 9, 11, 14, 16–17, 62, 64, 65, 68, 71, 120–126, 128, 130–139, 166, 171, 178, 192, 193, 221, 241, 243 attitudes and beliefs about, 11 discrimination, 31–32 intellectual, 149 learning, 147, 149, 153, 154, 160 medical model of, 32 oppression, 33–34 through pimatisiwin, reclaiming, 25, 26, 29, 34, 37, 42, 46–47, 49, 50 -related identities, prevalence of, 25 social model of, 30, 32–33, 50 See also Extensive support needs (ESN) students; Intellectual and developmental disabilities (I/DD); Secondary students with I/DD Disabled Aboriginal Women’s Network, 29 Disabled remnants, and cultural genocide, 26–28 Discourse between students, encouraging, 176, 179–180 Discrimination, 3, 29, 37, 44, 45, 51n6, 124 disability, 31–31 institutionalized, 227 physical, 33 psychological, 33 social, 33 Distributive justice, 240 Diverse model representations, consulting, 200–204 Diversity, 12, 36, 63, 166, 167, 179, 183, 194, 197, 198, 206, 209–211, 217, 222, 227, 250 Diversity education, 193 Do no harm, 229–230 Driving Change in Special Education , 88 Duty, 3, 4, 6, 8, 37 Educate America Act, 125 Education diversity, 193 inclusive. See Inclusive education in Jamaica, 147–148 literacy, 161 special. See Special education Educational psychologists (EPs), 219–220, 222, 223, 228 Education of All Handicapped Children Act (EAHC), 80, 85 Educator allies, 211 Educators, impact of inclusion on, 100–102 Efficacy, 6, 11, 71, 72, 89, 103 Emotion, 40, 48 Empowerment, 34 Engagement, 6, 12, 28, 33, 39–42, 47, 48, 50, 63, 84, 94–97, 100, 105, 132, 153, 157, 178 English as a second language (ESL), 2, 198 Entity belief, 244–245, 251 Entity theory of beliefs, 244 Environmental injustice, 27 Epistemological beliefs, 60–61, 69 ethical issues in, 64–65 and inclusive education, relationship between, 61–64 Equality, 13, 32, 37, 39, 40, 240, 247, 251 Equity, 3, 6, 8, 10, 11, 13, 17, 18, 33, 36, 80, 98, 123, 124, 139, 162, 173, 175, 217, 223, 226, 240 Ethical curriculum, of multimodal literacy, 194–197 Ethical decision-making, assessment influences on, 224–226 Ethical dilemmas, 240 codes and standards, 9–10 of co-teaching, 179 of inclusive education, 217–219, 227 for secondary students with I/DD, 96–98 in teaching, 7–10 Ethical relationships, 196, 209 Ethical Space of Engagement, The , 39 Ethics, 234 of care, 160–161, 221 Indigenous, 38–42, 45–47 of Indigenous worldviews, 38–42 professional. See Professional ethics of spatial justice, 37 Eugenics, 31 Evaluation, 11, 13, 126, 174, 180, 225 Every Student Succeeds Act (ESSA), 85 Exclusion, 3, 45, 51n6, 70, 93–94, 150, 210 Experience and Education , 226 Extensive support needs (ESN) students, 119–140 assessment of, 132–133 characteristics of, 134 context matters of, 133–134 embedded ecologically identified goals and contexts, 130–131 ethical argument for inclusion of, 138–139 opportunities to learn, 125–140 outcomes of, 134 post-school, 136–138 professional organizations support to, 123–125 in school, 135–136 supports to, 131–132 Universal Design for Learning, 129–130 External praise, 40 Fairness, 3, 5, 8, 11, 13, 14, 17, 25 Fear, 15 Fetal Alcohol Spectrum Disorder (FASD), 44 FI (French Immersion) kids, 2 Finland Finnish National Curriculum, 166, 173 inclusive education in, 166 First Nations, 26, 27, 37, 41, 47, 51n1 Free and Appropriate Public Education, 107 Freedom of expression, 194 Free play, 60 Fund(s/ing), 5, 82, 194, 222, 227 of knowledge, 194, 197, 198, 200, 201, 209, 211 structures, 11, 26 Genocide cultural, disabled remnants and, 26–28 Gentleness, 45–50 Gentle Teaching, 25, 30, 38, 41, 45–50 Gentrification, 37 Gifted education, misconceptions about differentiated instruction, 249–250, 252 teaching methods, 247–249, 251–252 Gifted students, 239–252 in inclusive education, 241–242 misconceptions regarding classless belief, 247, 251 entity belief, 244–245, 251 giftedness, and high IQ, 244, 250 high ability students, problems or challenges faced by, 246–247, 251 omniscient person belief, 243, 250 syndromic belief, 245–246, 251 Gratitude, 40 Guilt, 17 Harmony, 38 High ability students, problems or challenges faced by, 246–247, 251 Holism, 44 Home and community-based services (HCBS), 86 H.O.M.E. Society of Canada, 47, 48 Homophobia, 37 Honesty, 6, 14, 46, 47 Human rights, 3 Inclusion, 216, 220, 221, 224, 226, 227 barriers to, 151 beneficial, 84–85 defined, 83–85, 120–123, 150 of ESN students, ethical argument for, 138–139 I/DD influences on, 106 impact on educators, 100–102 impact on students without disabilities, 98–100 increasing, 90–91 meaningful, 84–85, 87, 95–97, 102–104, 107, 109 multifaceted approach to, 149–152 and outcomes, connection between, 93–94 rationale for, 151 -related U.S. policy, 85–86 of secondary students with I/DD, 87–88, 94–95 status, for I/DD students, 86–87 “Inclusion in action” research, 71 Inclusive co-teaching practices, 165–183 Inclusive education, 166, 215–235 apolitical issues in, 69–70 assessment of. See Assessment of inclusive education cross-cultural, 68–89 cross-disciplinary, 65–67 defined, 61 elements of, 84 and epistemological beliefs, relationship between, 61–64 ethical dilemmas of, 217–219, 227 gifted students in, 241–242 in Jamaica, 148–149 in multimodal literacy, 193, 209 professional ethics in, 1–17 research, 70–72 schooling and, 5–7 social constructivist perspective of, 62–63 Inclusive pedagogy. See Inclusive education Inclusive Practice project, 66–67 Incremental theory of beliefs, 244 Indian Act (1876), 26, 27 Indigeneity, 25, 31, 32, 44 Indigenous ethics, 38–42, 45–47 Indigenous peoples, 24–29, 31–45, 49, 50, 51n1, 51n5 becoming, premise of, 42–45 identities, honoring, 42–45 Individualized education plan (IEP), 14, 85, 90, 132–133, 135, 221 IEP kids, 2 Individuals with Disabilities Education Act (IDEA), 120, 121 Individuals with Disabilities Education Improvement Act (IDEIA), 85, 86 Industrialization, 31 Injustice environmental, 27 spatial, 34, 37, 45 See also Justice In-service teacher learning, 181–183 Institutional curriculum, 195 Institutionalization, 37 Institutionalized discrimination, 227 Instruction, differentiated, 249–250, 252 Integrity, 6, 14 Intellectual and developmental disabilities (I/DD), 79–109 assessment of learning success, redefining, 97–98 behavior management, 104–105 continuum of placements, 88–89 co-teaching for, 104 defined, 81–83 educators, impact of inclusion on, 100–102 engagement in learning and academic gains, 95, 96–97 ethical decision making, framework for, 83 ethical dilemmas for secondary students with I/DD, 96–98 inclusion on secondary students with I/DD, impacts of, 94–95 increasing inclusion, 90–91 influences on inclusion, 106 interaction opportunities and social skill development, 96 lived educational experiences and ethical principles, 94 meaningful inclusion, promoting, 102–103 outcomes and inclusion, connection between, 93–94 outcomes research, 92–93 paraprofessionals, guiding, 105–106 peer relationships, facilitating, 105–106 policy-maker’s role in decision-making, 106–107 post-school outcomes, 91–92 potential conflict with ethical principles, 98 secondary students, inclusion of, 87–88 standards modification, 97 student assessment and content accessibility, 103–104 students without disabilities, impact of inclusion on, 98–100 students, inclusion status for, 86–87 teachers, professional development for, 107–108 Intellectual disabilities, 149 Interaction opportunities, for I/DD students, 96 Interactive reading, 199–200 Interdependence, 46 Interrelatedness, 44 IQ high, giftedness and, 244, 250 Isolation, 37 Jamaica digital learning, 145–162 education in, 147–148 inclusive education in, 148–149 Ministry of Education (MOE), 147, 154 Ministry of Education, Youth and Culture (MoEYC), 148 special education in, 148–149 Task Force on Education Reform (2004), 147 Vision Jamaica 2030 , 148 Joint action. See Co-teaching Justice, 3, 5, 6, 8, 229 distributive, 240 spatial, 37 See also Injustice K-12 public education, 137 Kanawayhitowin , 25, 43, 46, 50 Kindergarten literacy curriculum, 197–198 in action, 199 Kindness, 46 Kinship integration, 48 Kisewatisowin (kindness), 46 Knowledge, 16, 29, 34, 40–44, 49, 60–63, 65, 67, 71, 72, 82, 88, 95, 97, 101, 103, 128, 139, 146, 167, 171, 174, 178–180, 192, 199, 210, 232, 243, 248, 264 ethical, 6, 9, 10, 217, 224 funds of, 194, 197, 198, 200, 201, 209, 211 Indigenous, 26, 33, 36, 39, 42–44, 47 professional, 168 Learner, 232–233 Learning, 2–8, 13–15, 18, 26, 36, 41–43, 48, 49, 60–67, 69–72, 82, 84, 85, 88–90, 94–105, 107, 120–122, 124–127, 129–136, 139, 166–172, 216–219, 221–224, 226, 228, 230–235 digital, 145–162 in-service teacher, 181–183 potentials for, 192 pre-service teacher, 181–183 Universal Design for Learning, 97, 103–104, 129–130, 132, 138 Learning disabilities (LD), 147, 149, 153, 154, 160 Least Restrictive Environment (LRE), 85, 87, 121, 122 Liberia cross-cultural inclusive education in, 68 Literacy, 70, 131, 135 digital approaches to, 145–162 education, 161 multimodal, 189–211 Literacy Research Association, 191 Love, 34, 43, 46–50 unconditional, 47 Loyalty, 14–15, 177 Mainstreaming, 122 Marginalization, 24, 34, 36, 41, 124, 220, 221, 223, 227 Meaningful inclusion, 84–85, 87, 95–97, 104, 107, 109 promoting, 102–103 Medicaid, 136 Medicalization, 31, 32 Medical model of disability, 32 Mentor text, 200 Millennium Development Goal, 148 Modeling as teaching, 40 Moral agency, 6 Motivation, 157–160 measuring, 13–14 Multimodal literacy, 189–211 center work and consulting diverse model representations, 200–204 curricular lessons, 209–211 defined, 191 ethical curriculum of, 194–197 features of, 198–199 interactive reading, 199–200 kindergarten literacy curriculum, 197–198, 199 potentials for learning, 192 rights to, 194 3D model opportunities, 206–209 writing center, 204–206 Multimodal pedagogies, 192–194 National Joint Committee for the Communication Needs of Persons with Severe Disabilities, 135 Native Ethics and Principles , 39 Natural law, 38, 42, 43, 46, 47 Nehiyaw (Cree) worldview, 25, 26, 38, 42, 43, 46–47 New Zealand Code of Ethics, 228–229 ethical assessment practices, 230–231 inclusive education in, 222 Ministry of Education, 222 No Child left Behind Act (NCLB), 132 Noddings’ theory of the ethic of care, 4 Non-Governmental Organizations (NGOs) services to ESN students, 121 Non-interference, 40 Normalization, 29, 122 North America, ethical dilemmas in teaching, 10 Nurturing, 49, 50 Objective truth, 218 Observation, 49, 155, 171, 172, 179–182, 198, 222, 229, 234 Omniscient person belief, 243, 250 Ontology, 32–34, 37, 38, 40, 45, 46, 48–50, 151, 193–194 Opportunities to learn (OTLs), 120, 123–140 concept map of, 128–129, 130 curriculum, 127, 128, 132–135 standards of, 126 Oppression colonial, 45 disability, 33–34 Other, the, 34–37, 44 Overall teacher judgment (OTJ), 230 P-12 education system, 102–103 Paraprofessionals, guiding, 105–106 Patience, 40 Pedagogic community, 65–66, 67 Peer relationships, facilitating, 105–106 Physical inclusion, 3 Picture Exchange Communication Systems, 132 Pimatisiwin as decolonizing strategy, 38–39 defined, 38 disability through, reclaiming, 25, 26, 29, 34, 37, 41, 45–47, 49, 50 Placement, 3, 12, 35, 37, 39, 85, 88–89, 91, 98, 99, 106, 108, 137, 173 Policy(ies), 2, 3, 5, 8, 25, 26, 28, 29, 31, 34, 35, 50, 70, 73, 80, 81, 85–86, 148, 151, 159, 161, 173, 191, 195, 216–217, 220–223, 225–227, 229, 234, 235, 247 Policy-maker’s role in decision-making for I/DD students, 106–107 Positionality, 40 Positive behavior intervention strategies (PBIS), 104–105 Possibility oriented situations to co-teaching, 178 Post-school outcomes, 91–92, 136–138 Potentials for learning, 192 Poverty, 24, 26, 27, 37, 44, 124, 136, 241 Practice classroom, 60–62, 64, 66–68, 71, 159, 174, 230 consistency in, 175–177 inclusive co-teaching, 165–183 ethical dilemmas in, 7–10 Prayer, 47 Pre-service teacher learning, 181–183 Professional development, 16, 101, 105–108, 126, 133, 167, 181 Professional Ethical Principles for Special Educators (Council for Exceptional Children), 124–125 Professional ethics, in inclusive education, 1–17 Professional organization’s support to ESN students, 123–125 Professional responsibility, 8, 11, 15, 16, 177 Programmatic curriculum, 195, 196 Provocations, 199 Proximity, 195 Punishment, 27, 40 Racial profiling, 27 Racism, 37, 45 in special education, 28–34 systemic, 28 Reading, interactive, 199–200 Reciprocal relationships, 196, 209 Reciprocity, 41, 44, 47 Reflective co-teaching development, 180–181 Rehabilitation, 31 Rehabilitation Act, 86 Relatedness, 42 Relational agency, 220, 226 Relationality, 40 Relocation, 28, 37 Renewal, 38 Respect, 3, 4, 6, 25, 30, 33, 41, 43, 44, 47 Responsibility(ies), 3, 4 physical and ethical, 5–7 Responsibility, 41, 43 Responsible care, 229 Reverence, 42, 44 Rez Sisters, The , 44, 45 Right(s) to access and connect, 37 to be and become, 37 to be heard, 196–197 to freedom of expression, 194 to thrive and express, 37 Rights-based education approach, 149 Royal Commission on Aboriginal Peoples (RCAP), 25, 31, 41 Salamanca Statement and Framework for Action on Special Needs Education, 2–3, 4, 15, 166 Schooling, and inclusive education, 5–7 Score pollution, 230 Scotland Inclusive Practice project, 66–67 Secondary students with I/DD ethical dilemmas for, 96–98 impact of inclusion on, 94–95 inclusion of, 87–88 Segregation, 28 Self-actualization, 38 Self-determination, 31, 36, 42, 44, 50 Self-discovery, 42 Self-efficacy, 158, 183, 245 Self-empowerment, 157 Self-identification, 50n1 Self-reflection, 39, 41, 48 “Separate but equal” doctrine, 123 Sexism, 30, 31, 37, 45 Shared inclusive thoughtfulness, 176, 180–181 Shared responsibility, 177 Shared student activities, in diverse working groups, 179–180 Sharing, 40, 41, 46, 48 Social capital, 27, 30, 37, 51n4 Social constructivist perspective of inclusive education, 62–63 Social inclusion, 192 Social model of disability, 30, 32–33, 50 Social skill development, of I/DD students, 96 Soviet Union apolitical issues in inclusive education, 69–70 Spatial injustice, 34, 37, 44 Spatial justice, ethics of, 37 Special education, 16–17, 146 ableism in, 28–34 for I/DD students, 88 in Jamaica, 148–149 racism in, 28–34 Special educators, 11, 102, 108, 167, 168, 171–173, 178–181 Special needs(ism), 5, 6, 8, 226 Special school, 222 Stepped-up support system, 173 Sterilization, 27 Stigma, 158 Storywork, 43–45 Struggling readers defined, 146 digital learning, 145–162 Students without disabilities, impact of inclusion on, 98–100 diverse needs of, seeking balance in meeting, 11–13 individual differences and capabilities, caring for, 176, 177–179 voice, 219, 233 Survey, 68, 99, 100, 101, 132, 155, 219, 222 Syndromic belief, 245–246, 251 Synergy, 44 Systemic racism, 28 Tapowakeythi tamowin (truth), 46 Tapwiwin (honesty), 46 Teacher(s) efficacy, 11 epistemological beliefs, 60–64, 69 ethically informed decisions over assessment practices, 216–217 inclusive co-teaching practices, 165–183 of I/DD students, professional development for, 107–108 in-service learning, 181–183 joint goal setting, 169–172 modeling as, 40 as moral agents, 9 preparation, 11 pre-service learning, 181–183 professional knowledge, 168 supporting, importance of, 16–17 work, ethical nature of, 5–9 Teaching methods, and gifted education, 247–249, 251–252 Teaching practice, ethical dilemmas in, 7–10 Technology use in special education settings, 152–156 methodology and data, 154–156 program description and context, 153–154 results, 156 Tenderness, 47 Testing, 154, 223 3D model opportunities, 206–209 Time table, role of, 231–232 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID), 136 Trust, 5, 49, 104, 175–177, 182, 218 Truth, 37, 42–44, 46, 50, 228, 229, 242 objective, 218 Truth About Stories, The , 44 Truth and Reconciliation Commission of Canada (TRC), 26, 27, 29, 41 47 Salamanca Statement and Framework for Action on Special Needs Education, 2–3, 4, 15, 166 , 44 apolitical issues in inclusive education, ethical assessment practices, 228 123, 139, 150 Agenda for Sustainable 124 Millennium Development Goal, 148 education approach, 149 support to ESN students, 124 on the Rights of Persons with Disabilities, 4 on the Rights of the Child 194, 232–233 12, 233 13, 233 233 ESN students, inclusive education for, ethical assessment practices, 230 in, 85–86 and developmental disabilities, 79–109 Universal of Human Rights 26, 150 Universal Design for Learning 97, 103–104, 129–130, 132, 138 of of Disabilities, 149 Vision Jamaica 2030 , 148 40 , 38, 42, 38 the – Native Discourse , 34 29, 32 28 40 and Opportunities Act 86 Act See and Opportunities Act on Special Needs Education (1994), 2 123, 139 on 124 support to ESN students, 124 center, 204–206 The Indian , 44 Professional Ethics in Inclusive Education through Indigenous Ethics, Spatial Justice, and Gentle Teaching Ethics, and Inclusive Ethics of for Secondary Students with Intellectual and Developmental Disabilities in the Ethical for Inclusive for Students with Extensive Needs The Ethics of Digital to Literacy Struggling in High Moral in Inclusive Ethical through Multimodal Literacy and a Kindergarten Classroom The Moral and Ethics in Assessment Ethical in Inclusive The of Gifted Students About the

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