This volume focuses on professional ethics and the moral dimensions of inclusive education. Grounded in an examination of international conceptualizations of ethics and inclusion, it provides a comprehensive analysis of current understandings of professional ethics in the context of inclusive education and the many issues associated with its practice. The roles of the teacher, the co-teacher, and colleagues, which include administrators, specialists, and staff, are examined. Moreover, practice related problems are discussed including assessment, emergent curriculum, and meeting the needs of gifted learners in inclusive settings.