SPED5103 Assignment4

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School

American College of Education *

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Course

5103

Subject

Philosophy

Date

Feb 20, 2024

Type

pdf

Pages

4

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As a teacher, it is important that my school district implements ethical practices in special education that align with the 12 Special Education Professional Ethical Principles ( Council for Exceptional Children (CEC), 2015). I will address Principles #1 which talks of high expectations and ethnic sensitivity, #2 which addresses professional competence, and #6, using informed practices. It is equally important that teachers apply ethical practices in their professional practice. Here I will consider principles #4, practicing congenially with others, #5, relationships with student families, and #10, advocating for conditions that will improve learning outcomes (CEC, 2015). Principle #1 encourages challenging expectations that respect student dignity and background (CEC, 2015). Per the data presented on the Broward County Public Schools website (https://www.browardschools.com/), BCPS students represent 170 different countries and speak 147 languages. Florida’s Consent Decree ( https://www.fldoe.org/academics/eng- language-learners/consent-decree.stml , 1990) requires all Florida classroom teachers to be English as a Second Oral Language (ESOL) endorsed. Additionally, all students must complete the required state testing, even students with exceptionalities using the testing accommodations specified in their IEP (Individualized Education Plan). Since all scores count toward the school performance ratings, instruction is rigorous and goals are set high to prepare the students to score well on these tests. Principle #2 endorses professional competence and integrity when exercising professional judgment (CEC, 2015). The Florida Department of Education ( https://www.fldoe.org/teaching/certification/renewal-requirements/ ) requires that teachers complete s ix (6) semester hours of college credit to renew a certificate. Of these, one (1)
semester hour must be specific to teaching students with disabilities (SWD). Using the Learning Across Broward (LAB) app, the School Board of Broward County provides free or low-cost access to all mandated trainings, courses for teaching endorsements and recertification, and special- interest trainings. Principle #6 recommends the use of evidence, instructional data, research, and professional knowledge to inform practice (CEC, 2015). The Florida Department of Education ( https://www.fldoe.org/academics/standards/just-read-fl/reading-endorsement.stml ) requires teachers to acquire a Reading Endorsement. This ensures they can identify the characteristics of conditions such as dyslexia, provide evidence-based classroom instruction and interventions, including those targeting students with characteristics of dyslexia, utilize effective progress monitoring, use explicit, systematic, and sequential approaches to reading instruction, develop phonological and phonemic awareness and decoding, and implement multisensory intervention strategies . Principle #4 emphasizes the importance of practicing collegially with others who are providing services to individuals with exceptionalities (CEC, 2015) . We work regularly with speech and language (S&L), occupational, physical and behavior therapists. During the past school year, the S&L therapist provided a push-in language therapy program for my entire class. One of my students required extensive evaluation and the OT asked me to complete several inventories and questionnaires about the child. We also support the other teachers within our team. When a teacher is absent with no substitute available, we split the class, each integrating two or three extra students into our classrooms. We meet regularly as a team to address trainings, curriculum, or other issues. Principle #5 talks of developing relationships with families and engaging them in educational decision making (CEC, 2015). As a preschool exceptional education teacher, I have a daily
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