Abstract:

Inclusive Education (IE) has as a transversal axis: achieving a balance in educational systems between that which should be common to all students and the necessary consideration of the diversity of educational needs derived from the singularity of each student, without generating inequality or exclusion [1]. Hence, IE requires an Interdisciplinary Approach to encourage a deep change in line with the dignity of all human beings, notably for disadvantaged learners and learners at risk of exclusion [2]. Building interdisciplinary commitments is therefore not a simple task, but it is essential to coordinate them in order achieve integral and quality care. [3].

This submission aims to illustrate an ethos or moral character with ethical principles for IE. In this way, the EI ethos safeguards the integrity and inclusion of all students and the educational community [4]. The study is funded by the BES-2017-083041 grant from the Agencia Estatal de Investigación (AEI) and the Spanish Ministry of Science and Innovation. The methodology is based on a systematic literature review of the main international, national, and regional codes of conduct related to inclusive education. ReSiste-CSH Framework [5] was applied.

As a result, 7 transversal ethical principles have emerged:
1) Autonomy. Respecting the person as they are and acting in accordance with Human Rights. Protecting their self-determination and the confidentiality of the information received, directly or indirectly;
2) Beneficence. Recognise student diversity as a matter of course and seek supports to address diversity;
3) Nonmaleficence. Avoid prejudice, labels, and any kind of discrimination. Also, avoid imposing or infringing on the autonomy of families;
4) Justice. Promoting equity and sensitivity to students' needs, fostering equality and inclusion;
5) Integrity. Behaving in accordance with the values that are intended to be transmitted;
6) Responsibility. Assuming the influence of their actions on their students and families;
7) Prudence. Promoting pedagogical processes that are coherent and adaptable to each situation.

In sum, our proposal offers a basis for postulating two ethical challenges in IE:
a) a normative challenge that formalises commitments that go further than a static deontology;
b) a formative challenge that enhances the educational ethos, based on inclusion and equity.

References:
[1] G. Echeita Sarrionandía and M. Sandoval Mena, ‘Educación Inclusiva o Educación sin Exclusiones’, Rev. Educ., no. 327, pp. 31–48, 2002.
[2] T. Booth and M. Ainscow, Index for inclusion: developing learning and participation in schools, Third. Bristol: Centre for Studies on Inclusive Education (CSIE), 2011.
[3] S. Verger, F. Negre, M. Fernández-Hawrylak, and B. Paz-Lourido, ‘The Impact of the Coordination between Healthcare and Educational Personnel on the Health and Inclusion of Children and Adolescents with Rare Diseases’, Int. J. Environ. Res. Public Heal. 2021, Vol. 18, Page 6538, vol. 18, no. 12, p. 6538, Jun. 2021, doi: 10.3390/IJERPH18126538.
[4] M. R. Buxarrais and A. Tey, ‘La cara ètica del bon mestre: ethos docent, identitat professional i lideratge moral’, Temps d’Educació, vol. 57, pp. 91–109, 2019.
[5] L. Codina, ‘Revisiones bibliográficas sistematizadas. Procedimientos generales y Framework para Ciencias Humanas y Sociales’, Universitat Pompeu Fabra, Máster Universitario en Comunicación Social. Departamento de Comunicación., Barcelona, Spain, 2018.

Keywords:

Ethical Issues in Education, Inclusive Education, Interdisciplinary Approach.