Ethical Issues with Inclusion
Despite the previously mentioned legislature that requires the inclusion of all students, there are many ethical considerations that teachers must deal with under this topic. Here are some that appeared most prominent in research:
Equality vs Equity
When discussing the topic of inclusive classrooms, some may argue that it is not ‘fair’ to give one student more attention than the rest. This can be a common complaint from parents who believe that their child is being neglected as a result of the teacher having to spend an increased amount of time with students who have higher learning needs. Situations such as this can bring up an ethical dilemma with inclusive classrooms; should we create out classrooms based on equality or equity? Before we discuss this any further, it is important to understand the difference between these two terms.
Equality: Everyone gets the same (Hill, n.d.)
Equity: Everyone gets what he or she needs (Hill, n.d.)
In our personal opinions, in order to create effectively inclusive classrooms, they need to be based on equity rather than equality. At first glance, equality may seem like the appropriate way to approach public education. All students should receive the same education, same access to resources, same amount of teacher interaction time, etc. After all, that is fair, isn’t it? We would have to disagree. In the case of inclusion, we think that it is ethical to provide each student with the necessary resources and instruction that will allow them to be successful. For some students, they may need very little, whereas others may need extensive amounts of extra support. For this reason, it appears obvious that a classroom based on equality rather than equity cannot be one that is effectively inclusive.
- As specified in the Alberta Teachers Association document entitled ‘Teachers’ Rights, Responsibilities and Legal Liabilities, “when a teacher agrees, either explicitly or by not protesting to accept such students [with disabilities], that teacher is accepting responsibility for a higher standard of care than would be the case for an ordinary student” (2010). This can lead to a discussion as to whether teachers should in fact accept these students into their classroom. With the added responsibility, it is possible that the teacher could end up facing legal or liability issues surrounding the care of this child in their classroom. As a teacher, how would you feel?
- The majority of teachers do not receive adequate training to fully prepare them to create a fully inclusive classroom. As a teacher, you may be asked to accept a student with cerebral palsy into your classroom. As a person, you feel that it would be ethically wrong to protest this placement so you accept the student into your class. Now you may be placed in a difficult situation because you are not obligated to provide the highest level of care and education to a student whose needs you may not fully understand. Does this then become a disservice to the student?
- In the article, ‘Special Needs: special needs teacher denied damages for injuries caused by pupil,’ a story is presented that provides the reader with a whole new perspective on inclusion. In this case, “the Saskatchewan Court of Queen’s Bench, in Kendall v. St. Paul’s Roman Catholic Separate School Division No. 20, denied a special needs teacher damages caused when a special needs student struck her in the head. The teacher alleged that the school board failed to provide a safe work environment and was therefore negligent and breached an implied condition of the teacher’s employment contract” (Righton, 2003, p. 1). In this particular case, the school board was found not liable in negligence. Is it ethical to ask teachers to put themselves in harm’s way in order to provide an inclusive environment?
Equality vs Equity
When discussing the topic of inclusive classrooms, some may argue that it is not ‘fair’ to give one student more attention than the rest. This can be a common complaint from parents who believe that their child is being neglected as a result of the teacher having to spend an increased amount of time with students who have higher learning needs. Situations such as this can bring up an ethical dilemma with inclusive classrooms; should we create out classrooms based on equality or equity? Before we discuss this any further, it is important to understand the difference between these two terms.
Equality: Everyone gets the same (Hill, n.d.)
Equity: Everyone gets what he or she needs (Hill, n.d.)
In our personal opinions, in order to create effectively inclusive classrooms, they need to be based on equity rather than equality. At first glance, equality may seem like the appropriate way to approach public education. All students should receive the same education, same access to resources, same amount of teacher interaction time, etc. After all, that is fair, isn’t it? We would have to disagree. In the case of inclusion, we think that it is ethical to provide each student with the necessary resources and instruction that will allow them to be successful. For some students, they may need very little, whereas others may need extensive amounts of extra support. For this reason, it appears obvious that a classroom based on equality rather than equity cannot be one that is effectively inclusive.