PED 4- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

MODULE 15: Professional and Ethical practices

Ethics: Lifelong, Professional development and upholding high standards of competence

INTRODUCION
The inclusion of children with disabilities in the regular classroom has become a
controversial issue in the area of special education. Definitions range from selective
placement of special education students in one or more “regular” education classes to full-
time placement of students with disabilities in the regular classroom.
A review of the U.S. Constitution, federal legislation (i.e., IDEA, Section 504, ADA),
and federal court cases clearly indicate that there is no legal mandate for “full inclusion.”
Rather, the courts have consistently supported the key provisions of IDEA and other
legislation that decisions be individualized for each student, that the “least restrictive
environment” does not necessarily mean full inclusion in the regular classroom, and that
decision making regarding children with disabilities needs to be based on sound reasoning
about what is in the best interest of the child.
There does, however, appear to be a clear preference for placing students in as
mainstream an environment as possible. In addition to reviewing legal issues in inclusion,
this paper reviews ethical issues regarding placement decisions of students with disabilities
and presents an eight-step model of decision making to guide educators and psychologists
in arriving at ethical (and legally sound) placement decisions

LESSON PROPER
Objective # 1

Professional special educators are guided by the Council for Exceptional

Children (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:
● 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.

● Maintaining a high level of professional competence and integrity and exercising

professional judgment to benefit individuals with exceptionalities and their families.

● Promoting meaningful and inclusive participation of individuals with exceptionalities in

their schools and communities.
● Practicing collegially with others who are providing services to individuals with
exceptionalities.

● Developing relationships with families based on mutual respect and actively involving
families and individuals with exceptionalities in educational decision making.
● Using evidence, instructional data, research, and professional knowledge to inform
practice.

● Protecting and supporting the physical and psychological safety of individuals with
exceptionalities.

● Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.

● Practicing within the professional ethics, standards, and policies of CEC; upholding laws,
regulations, and policies that influence professional practice; and advocating
improvements in the laws, regulations, and policies.

● Advocating for professional conditions and resources that will improve learning outcomes
of individuals with exceptionalities.

● Engaging in the improvement of the profession through active participation in

professional organizations.

● Participating in the growth and dissemination of professional knowledge and skills

Objective 2

Teachers must demonstrate integrity, impartiality and ethical behavior in the

classroom and in their conduct with parents and coworkers. Teachers must model strong
character traits, such as perseverance, honesty, respect, lawfulness, patience, fairness,
responsibility and unity /https://bit.ly/3idFl9c https://bit.ly/3aswBIx

Ethical Principles and Practice Standards

● Systematically individualize instructional variables to maximize the learning outcomes of
individuals with exceptionalities.

● Identify and use evidence-based practices that are appropriate to their professional
preparation and are most effective in meeting the individual needs of individuals with
exceptionalities.

● Use periodic assessments to accurately measure the learning progress of individuals

with exceptionalities, and individualize instruction variables in response to assessment
results.

● Create safe, effective, and culturally responsive learning environments which contribute
to fulfillment of needs, stimulation of learning, and realization of positive self-concepts.
● Participate in the selection and use of effective and culturally responsive instructional
materials, equipment, supplies, and other resources appropriate to their professional
roles.

● Use culturally and linguistically appropriate assessment procedures that accurately

measure what is intended to be measured, and do not discriminate against individuals
with exceptional or culturally diverse learning needs.

● Only use behavior change practices that are evidence-based, appropriate to their
preparation, and which respect the culture, dignity, and basic human rights of individuals
with exceptionalities
● Support the use of positive behavior supports and conform to local policies relating to the
application of disciplinary methods and behavior change procedures, except when the
policies require their participation in corporal punishment.

● Refrain from using aversive techniques unless the target of the behavior change is vital,
repeated trials of more positive and less restrictive methods have failed, and only after
appropriate consultation with parents and appropriate agency officials.

● Do not engage in the corporal punishment of individuals with exceptionalities.

● Report instances of unprofessional or unethical practice to the appropriate supervisor.

● Recommend special education services necessary for an individual with an exceptional

learning need to receive an appropriate education

Objective 3

The Ethical Standards for the Teaching Profession

The Ethical Standards for the Teaching Profession represent a vision of professional practice.
At the heart of a strong and effective teaching profession is a commitment to students and their
learning

The Purposes of the Ethical Standards for the Teaching Profession are:
● To inspire members to reflect and uphold the honor and dignity of the teaching profession
● To identify the ethical responsibilities and commitments in the teaching profession
● To guide ethical decisions and actions in the teaching profession
● To promote public trust and confidence in the teaching profession.

The Ethical Standards for the Teaching Profession are:

1. Care The ethical standard of Care includes compassion, acceptance, interest and
insight for developing
students’ potential. Members express their commitment to students’ well-being and learning through
positive influence, professional judgment and empathy in practice.

2. Trust The ethical standard of Trust embodies fairness, openness and honesty.
Members’ professional
relationships with students, colleagues, parents, guardians and the public are based on trust.
3.Respect Intrinsic to the ethical standard of Respect are trust and fair-mindedness.
Members honor human
dignity, emotional wellness and cognitive development. In their professional practice, they model
respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the
environment. Integrity
4. Integrity Honesty, reliability and moral action are embodied in the ethical standard of
Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

The Standards of Practice for the Teaching Profession

The Standards of Practice for the Teaching Profession provide a framework of

principles that describes the knowledge, skills and values inherent in Ontario’s teaching
profession. These standards articulate the goals and aspirations of the profession.

The Purposes of the Standards of Practice for the Teaching Profession are:
• To inspire a shared vision for the teaching profession
• To identify the values, knowledge and skills that is distinctive to the teaching profession
• To guide the professional judgment and actions of the teaching profession

• To promote a common language that fosters an understanding of what it means

to be a member
of the teaching profession.

The Standards of Practice for the Teaching Profession are:

Commitment to Students and Student Learning

Members are dedicated in their care and commitment to students. They treat
students equitably
and with respect and are sensitive to factors that influence individual student learning.
Members facilitate the development of students.

Leadership in Learning Communities

Members promote and participate in the creation of collaborative, safe and
supportive learning
communities. They recognize their shared responsibilities and leadership roles in facilitating
students
success. Members maintain and uphold the principles of the ethical standards in these
learning communities.
1. Ongoing Professional Learning
Members recognize that a commitment to ongoing professional learning is
integral to effective practice and to student learning. Professional practice and self-
directed learning are informed by experience, research, collaboration and knowledge.
2. Professional Knowledge
Members strive to be current in their professional knowledge and recognize its
 relationship to practice. They understand and reflect on student development, learning
theory, pedagogy, curriculum, ethics, educational research and related policies and
legislation to inform professional judgment in practice.

3. Professional Practice
Members apply professional knowledge and experience to promote student
learning. They use appropriate pedagogy, assessment and evaluation, resources and
technology in planning for and responding to the needs of individual students and
learning communities. Members refine their professional practice through ongoing
inquiry, dialogue and reflection.

4. Professional Knowledge
Members strive to be current in their professional knowledge and recognize its
relationship to practice. They understand and reflect on student development, learning
theory, pedagogy, curriculum, ethics, educational research and related policies and
legislation to inform professional judgment in practice.

5. Professional Practice
Members apply professional knowledge and experience to promote student
learning. They use appropriate pedagogy, assessment and evaluation, resources and
technology in planning for and responding to the needs of individual students and
learning communities. Members refine their professional practice through ongoing
inquiry, dialogue and reflection.