ERIC Number: ED459554
Record Type: RIE
Publication Date: 2001-Oct
The Inclusion of Children with Disabilities into General Education Programs: An Ethical Analysis.
This paper addresses ethical issues in the inclusion of children with disabilities in general education programs and reports on interviews with 11 female elementary school teachers in four states. Interviews examined teachers' reflections on the moral aspects of four inclusionary scenarios and their bases, including those based on law and rights, those that are linear in nature, or those based upon relationships among students. A review of the literature considers both the ethical and comparative models of analysis, inclusion in the history of special education, and the purpose of education. The debate over inclusion is seen within the context of either a linear or relational ethical argument. Overall, teachers supported the concept of inclusion and tended to make ethical considerations in terms of relational structures. The teachers felt the purpose of education was the development of life skills or academic skills. There was consensus that inclusionary placements would be less than successful if a particularly disruptive or violent child or a child with extraordinary health needs were placed in the regular class. (Contains 55 references.) (DB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A