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Special Education Ethical Dilemmas
Kelsey Holt
American College of Education
SPED ±²³´ Ethical Practices and Standards in Special Education
Brian Bergerµ PhD
October ¶¶µ ¶³¶´
Introduction
There are many ethical dilemmas a teacher can face within special education·
The Council for Exceptional Children lays out a foundation for guiding
educators through these dilemmas with twelve Special Education Professional
Ethical Principles· These principles help create a fair and inclusive
environment for students with disabilities while protecting their rights and
dignity·
Principle Violations
The principles in which the following dilemmas violate are
●
Maintaining a high level of professional competence and integrity and exercising professional
judgment to benefit individuals with exceptionalities and their families ¸¶¹·
●
Promoting meaningful and inclusive participation of individuals with exceptionalities in their
schools and communities ¸´¹·
●
Using evidenceµ instructional dataµ researchµ and professional knowledge to inform practice ¸º¹·
¸CECµ ¶³¶´¹
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Ethical Dilemma
²st Scenario
Sarah is a middle school student who is
diagnosed with Autism· She is
performing well below grade level and
has very high sensory and behavioral
needs· Sarah would benefit from a
one»to»one aideµ but the school district
does not have one available· Her mom is
adamant that she should be in the
general education classroomµ but is full
inclusion the least restrictive
environment"
Ethical Principles $ddressing This Dilemma±
Council for Exceptional Children
Professional Ethical Principle ¼´
“Promoting meaningful and
inclusive participation of
individuals with
exceptionalities in their schools
and communities” ¸CECµ¶³¶´¹·
Resolution
Before any decisions are made on which classroom would be the Least Restrictive Environment±
Sarah needs to have supports already in place so the IEP team has data to support any decisions
that are being made² Sarah needs to have an IEP that includes accommodations and modifications
to allow access to grade level curriculum² She would also benefit from having functional goals as
well as a behavior intervention plan due to her high sensory and behavior needs² Lastly± Sarah’s
IEP would need to state any inclusion minutes with a special education teacher or aide²
When the initial request for full inclusion was made± data had to be collected to show whether the
services in place are giving the student the highest quality education± or if adjustments need to be
made² After data is collected± the IEP team can meet with Sarah’s mom and discuss the options
that will assure her academic and behavioral success²
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Ethical Dilemma
¶nd Scenario
Joseph is a middle school student with a Specific
Learning Disability in math· According to his IEPµ
Joseph receives resource minutes outside of the
general education classroom ½± minutes per
day· He also has inclusion support in a co»taught
setting for ½³³ minutes per weekµ as classes
follow block scheduling· Joseph performs at a
¶nd grade levelµ but is still expected to meet ºth
grade state standards during state assessmentsµ
and show adequate yearly progress· Despite his
testing accommodationsµ Joseph becomes
extremely agitated and defiant as the content is
four grade levels above his current academic
level·
Ethical Principles $ddressing This Dilemma±
Council for Exceptional Children Professional Ethical
Principle ¼¶
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Council for Exceptional Children Professional Ethical
Principle ¼º
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Resolution
While it is mandatory for Joseph to partake in state testing at grade levelµ his
case manager can be sure that he has access to appropriate accommodations·
Some accommodations that may be helpful to Joseph include an alternative
testing locationµ test read allowedµ frequent breaksµ extended timeµ and
chunking the assessment· If Joseph qualifiesµ he may be eligible for an
alternative assessment·
In addition to accommodationsµ it would be beneficial to work with Joseph on
test taking strategies to help alleviate agitation and defiance during these
assessments·
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Comparison of
Ethical Dilemmas
While the above scenarios deal
with different situationsµ they
both provide an ethical dilemma
that violate the CEC’s Special
Education Professional Ethical
Principles· When dealing with
these situationsµ it is important to
follow the framework to provide
responsible and respectful
interactions between educatorsµ
studentsµ and families·
Conclusion
The Council for Exceptional Children provides the
twelve Special Education Professional Ethical
Principles as a framework with clear guidelines
and standards for educators working with
students with disabilities· These principles ensure
that the rights and well»being of individuals with
disabilities are protected and that the services
they receive remain ethical· They also promote
fairnessµ professionalismµ confidentialityµ and
collaboration while addressing ethical challenges
dilemmas that may arise·
References
Council for Exceptional Children· ¸¶³¶´¹·
-*thical principles and practice standards
·
https ¾¾exceptionalchildren·org¾standards¾ethical»principles»and»practice»standards
Stockallµ Nancyµ and Lindsay R· Dennis· “Seven Basic Steps to Solving Ethical Dilemmas in Special Education
A Decision»Making Framework·” Education and Treatment of Childrenµ vol· ´¿µ no· ´µ ¶³²±µ pp·
´¶À–´½½·µ doi ²³·²´±´¾etc·¶³²±·³³²±·
U·S· Department of Education· ¸n·d·¹·
-*very student succeeds act ±-*8S8S)°
· Every Student Succeeds Act ¸ESSA¹ |
U·S· Department of Education·
https ¾¾www·ed·gov¾esea
U·S· Department of Education· ¸¶³²Áµ May ´¹·
8S-*+(² ³´´²µµ¶ 17R-* requirements
· Individuals with Disabilities
Education Act·
https ¾¾sites·ed·gov¾idea¾regs¾b¾b¾´³³·²²½
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