Ethical challenges and dilemmas in teaching students with special needs in inclusive classrooms: Exploring the perspectives of Ontario teachers.

摘要

This study examines the ethical challenges and dilemmas that teachers experience in their work with students who have special needs¹ in inclusive classrooms. Moreover, it investigates the ways in which teachers cope with or resolve such difficulties, the supports currently available to assist them in managing ethical issues, and their recommendations for potential supports.;Accounts of ethical challenges reported by 12 teacher participants working at the elementary and secondary level were interpreted from two stages of interviews. Data were analyzed qualitatively using a constant comparison method, with data analysis occurring during and after each stage. Emergent themes were coded and categorized to elicit major and sub-themes.;The ethical challenges reported by the participants primarily dealt with issues of care, equity, and fairness, where participants felt that the best interests of students were not being met. Difficulties occurred in the context of accommodations and modifications, assessment and evaluation, discipline, distribution of time and resources, and the rights of the individual student versus the group. In the accounts provided, participants consistently raised concerns about ethical dilemmas they experienced as a result of colleagues. In all of the situations that dealt with colleagues, teachers were unwilling to confront the unethical behaviors of co-workers despite their potential to harm the student. All of the teachers faced ethical challenges in the context of inclusion. While most support the practice of inclusion, concerns were raised about existing inequities, specifically in regard to the degree of inclusivity and access to learning opportunities. Shortages in supports, resources, and training were the primary reasons attributed to the teachers' struggles. The participants' recommendations for supports consisted of collaborative professional development opportunities, specifically in special and inclusive education.;This study contributes to the growing body of literature in the ethics of inclusive and special education. It has significant implications for policy makers, certifying bodies, teacher education programs, and teachers' professional lives as it provides insights into the ethical challenges faced by teachers in inclusive classrooms. The results of the study have the potential to influence the development of policies and practices to support both teachers and students.;¹The term special needs will be used interchangeably to include those with disabilities, exceptionalities, those who are gifted, those formally identified as exceptional through an Identification Placement Review Committee, and those receiving special education programming and/or accommodations based on an Individual Education Plan without a formal identification.