THE CURRENT QUEST for educational excellence in the United States is characterized by numerous well-intentioned caveats accompanied by several challenging barriers. In the present paradigm, the curriculum is preeminent; norms of excellence are predetermined; and an individualistic, competitive, “one-size-fits-all” approach prevails. In a reimagined ethic of excellence in inclusive education, teachers are challenged to look first to the needs of students (i.e., individual students with and without disabilities, as well as the collective community of learners) and to consider how educators and students might work collaboratively to receive and express learning in a range of responsive ways. To realize such an ethic of excellence, teacher education programs at Christian colleges and universities should equip inclusive educators to be collaborative advocates and change agents characterized by love and caring service.
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