Special education teachers must remain professional in all situations and are often required to make decisions that involve ethical issues. It is important that special e
Special education teachers must remain professional in all situations and are often required to make decisions that involve ethical issues. It is important that special education teachers be aware of the ethical and professional standards as well as special education law.
Review the “Case Study: Stephen.”
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC 1
Code of Ethics
Professional special educators are guided by the CEC professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:
1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
4. Practicing collegially with others who are providing services to individuals with exceptionalities.
5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
6. Using evidence, instructional data, research, and professional knowledge to inform practice.
7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence profes- sional practice; and advocating improvements in the laws, regulations, and policies.
10. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
11. Engaging in the improvement of the profession through active participation in professional organizations.
12. Participating in the growth and dissemination of professional knowledge and skills.
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In an essay of 1,000-1,250 words, address the following:
Detail the next steps to take regarding stakeholders that need to be involved in reviewing Stephen’s current LRE placement. Provide who specifically will be involved and describe their legal responsibility in the special education process.
· Rationalize how your foundational knowledge of the special education process and issues within the case study led you to decide upon these next steps.
· Identify and describe the ethical dilemma in providing Stephen an education that allows him to flourish, based on his case study. Discuss why moving LRE placements is not an option at this time due to the standard special education process.
· Discuss how quality data and the lack of additional support in the classroom both play a factor in this decision.
· Cite the “Special Education Professional Ethical Principles.”
· Discuss how additional support in the classroom should be considered before a LRE placement is changed.
· Discuss the possible involvement of paraeducators, tutors, volunteers, or related service providers. If paraeducators, tutors, or volunteers were brought into the classroom to assist Stephen, what guidance and direction would you provide to those stakeholders?
· Discuss the legal, ethical, and quality requirements related to the management of confidential student information when working with paraeducators, tutors, or volunteers.
Support your findings by citing the “Special Education Professional Ethical Principles” and an additional 3-5 scholarly resources.
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Case Study: Stephen
Stephen is a seven-year-old boy with autism who receives most of his education in an inclusive first grade classroom. He speaks in one-and two-word utterances and can say “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system.
Although Stephen has demonstrated that he really enjoys group activities, he has lately begun biting his fellow students. In addition, he has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.
A behavior analyst has conducted a structured interview as part of a functional behavior assessment for Stephen. The teacher and parents’ responses indicate that the function of Stephen’s aggressive behaviors is to seek attention. Keeping this information in mind, the analyst needs to directly assess Stephen’s behavior.
Stephen’s general education teacher, Ms. Gonzales, has recorded data regarding the frequency of his behaviors, but with inconsistency as she is the only adult in the classroom. The special education teacher, Mr. Kuchar, has not been able to spend much time in the inclusion classroom to support Stephen and Ms. Gonzales and to observe Stephen’s behavior. Ms. Gonzales has requested a meeting with the Child Study Team to discuss the possibility of changing Stephen’s placement.
Ms. Gonzales frequently communicates with Stephen’s parents and has mentioned a possible placement change to them. Stephen’s parents do not want him to be pulled out of the inclusion classroom even though other students are being hurt. Currently, there are five other students in the inclusion classroom who receive special education services for behavior issues. Stephen’s behaviors are the most severe. Ms. Gonzales does not feel she can effectively meet Stephen’s needs with regards to his behaviors and keep the other students from being hurt.
Mr. Kuchar agrees that Stephen needs to be placed in a different classroom to better fit his needs; however, he has realized that there is inconsistent data collected thus far to support this need. The school principal also agrees with the suggestion of a placement change and has asked Mr. Kuchar to set up a meeting to discuss this with Stephen’s parents.
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