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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Julie M. Lane, David R. Jones
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DOI:10.17265/2159-5542/2016.05.004
Fresno Pacific University, Fresno, USA
International schools have the ability to create a global acceptance through inclusive special education school settings while serving various cultures, races, and religions. But does the inclusion of children with disabilities occur in international schools? And, if so, how do administrators’ perceptions predict whether or not the school culture is inclusive? This study explores the relationship of inclusive practices, Connectedness (Frick & Frick, 2010), the Council of Exceptional Children (CEC) Ethical Principles and Practice Standards (2010), and consequentialism. Fifty-seven participants representing 35 countries self-reported current practices and self-perceptions regarding Connectedness (Frick & Frick, 2010), the CEC Ethical Principles and Practice Standards (2010), and consequentialism.
international schools, special education, inclusion, ethics, consequentialism, school administrator
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