Theorizing Professionalism and Morals Principles in Inclusive Education

Abstract

This paper examines professional integrities within the field of inclusive education. The concept of inclusive education is rooted in the philosophy of moral principles, as it concerns issues of equity, access, justice, and care of students with diverse learning needs. Theorists and educators do agree that inclusion is a fundamental right, which is sustained by the Salamanca Statement (1994) and the United Nations Convention on the Rights of Persons with Disabilities (2006). The focus of inclusive education is to provide education regardless of any challenges learners may have. In inclusive education, learners are placed in age-appropriate general education classes that are in their own neighbourhood schools to receive high quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). Internationally, different countries have tried to adopt educational systems that support inclusive education in varying capacities and structures. However, the moral dimensions of inclusion are often lacking in theoretical and practice as well as in inclusion related discussions. The paper highlight the nature of morality within inclusive education, with an examination of moral dilemmas, challenges, and tensions, grounded in empirical evidence, which transpire in the shades of an educator’s work.