Review Chapters 6, 7, and 8 of your course textbook Ethics and the Early Childhood Educator : Using the NAEYC Code. Review the Misunderstood and Mistreated

Prepare

Prior to beginning work on this discussion forum,

• Review Chapters 6, 7, and 8 of your course textbook Ethics and the Early Childhood Educator : Using the NAEYC Code.
• Review the Misunderstood and Mistreated: Students of Color in Special EducationLinks to an external site. article.
• Review The Problem of Disproportional Representation of Students From Minority Races in Special EducationLinks to an external site. article.
• Review the Equity in IDEA: Why Racial Disparities Are Increasing in Special Ed ProgramsLinks to an external site. webpage.
• Review the Disproportionality in Special Education Fueled by Implicit BiasLinks to an external site. article.

 Initial Post

In your initial post, you will address the following in two parts:

Part 1: Describe the Disproportional Representation

• Summarize what is meant by the disproportional representation of diverse learners in special education.
• Explain, using evidence from your readings this week, why this is a significant issue.
• Identify and explain at least two contributing factors to this disproportional representation (e.g., socio-economic status, cultural biases, assessment practices).
• Analyze the implication of disproportional representation on the educational outcomes and well-being of diverse learners.

Part 2: Ethical Responsibilities

• Discuss the ethical responsibilities of educators and administrators in the workplace to support the development of all children and to ensure that diverse learners are appropriately represented in special education.
• Determine the role of early childhood professionals working within the community to support child development and secure necessary services.
• List examples of community resources or initiatives that can help address these issues.
• Create a bulleted list of two to three ideas educators and policymakers can use to help ensure all groups are fairly represented (and not overrepresented) in special education placements.