By Dana Lee Baker, Brandon Leonard
This e-book specializes in neuroethics in larger schooling within the usa. After introducing readers to the philosophical and coverage foundations of the neuroethics of upper schooling, this publication explores crucial conundrums within the neuroethical perform of upper schooling in smooth democracies. concentrating on neuroethics from the point of view of universally designed studying and coverage layout units this undertaking except different paintings within the box. Advances in neuroscience and adjustments in attitudes in the direction of incapacity have pointed out mechanisms wherein better schooling infrastructures have interaction with either members thought of neurotypical and people with pointed out disabilities to decrease scholars’ means to go into, persist, and entire greater schooling. coverage thus far has excited by pointed out disabilities as a demand for lodgings. This process either underestimates the impact of ill-fitting infrastructures on these thought of neurologically regular and serves to stratify the scholar physique. for this reason, neuroethical gaps abound in greater schooling.
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Extra info for Neuroethics in Higher Education Policy
ETHICS FOR STUDENTS Students attending colleges and universities become bound by ethical standards by virtue of their enrollment at a college or university. While much of the practice of neuroethics of neurodiversity in higher education flows from the professional ethics of the faculty, the professional ethics of students affects campus culture and environment as well. Arguably the most (in)famous of student code of ethics involve those regarding academic honesty. For the purposes of brevity, in this chapter the discussion will focus on the students’ professional ethics related to academic performance.
This discrimination is exemplified by the fact that in 1900, a team of College Presidents TENDING THE GATE: ADMITTING STUDENTS 45 co-created the College Entrance Examination Board. In creating these entrance exams, “these examinations were not used primarily for selection but to force boarding schools in New England to adopt a uniform curriculum” (Calvin 2000, 20). In other words, when the tests were created, the goal of standardization of the education of those who were considered most likely to become suitable candidates for college admission shaped the creation of the test.
A related challenge involves the fact that colleges and universities cannot include features in their application processes specifically designed to sort students according to disability status. This feature of the policy design works to prevent discrimination in admission. Once students have been admitted to a college or university, a campus must make reasonable accommodations so that all campus programs are accessible to students with documented disabilities registered with the campus. Students uninterested in accommodations for their disabilities are not required to disclose disability status.
Neuroethics in Higher Education Policy by Dana Lee Baker, Brandon Leonard