ABSTRACT
This chapter presents a series of case studies of dealing with difference in the mainstream K-12 classroom, using these as a vehicle to illuminate resource limitations and resultant value tensions. These include exploration of special educational needs in early years settings in Hong Kong and the inclusion of autistic children in an elementary class in the US. In an original contribution to the literature, delineation is made between the value preferences that might adhere to differing political value systems as applied within the classroom.
