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Special education philosophy
Teacher Ethics in the Classroom
Essays on ethics in education
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Special education is ever changing, making it important for teachers to change with it. With the current paradigm shift to a family-centered relationship in mind, individual teachers must look at their ethical statements (Amatea, 2013). These statements must focus on areas with role obligations, such as, practitioner, colleague, leadership, community resource, advocate, and representative of the field of special education. By incorporating these elements into my ethical practices I will be able to help each student progress successfully throughout his/her elementary education. Howe and Miramontes (1992) state special education has a strong ethical mission with decisions that have lifelong ramifications for individuals. Decisions that are made
Since 1975 education has changed drastically, especially the education of students with disabilities. Two cases that catalyzed the debate for change were Brown vs. Topeka Board of Education and Mills v. Board of Education of the District of Columbia. The first case took place in 1954 when the Brown v. Topeka Board of Education (1954) case opened the doors for parents and educators to argue for equal access to education for students with disabilities. This case inspired educational reform for these students by guaranteeing equal protections under the law as stated in the fourteenth amendment (Blanchett, Mumford, & Beachum, 2005). This allowed parents of students with disabilities the right to argue against segregation on the basis of disability (Blanchett, et al., 2005). The second occurred in 1972 during the Mills v. Board of Education of the District of Columbia case when seven children had been excluded from public schools in because of learning and behavior problems (Mills v Board of Education of the District of Columbia, 1972). The school district insisted that it did not have enough money to provide special education services for the students and the court ruled that the lack of funds was not an excuse for failing to provide educational services to children with disabilities (Mills v Board of Education of the District of Columbia, 1972). The judge ruled that the needs of students should come first (Yell, Rogers, & Rogers, 1998). This case also ruled that the reassigning, transferring, suspending, expelling, and excluding of children with disabilities from regular public school classes without affording them due process of law was unacceptable (Wright & Wright, 2007). It also established due process, fair treatment through the...
The meeting started off with both parents who were present at the meeting and Nathen himself after ten minutes once the meeting started. The first topic that was discussed at the meeting was the future of Nathen. He is in his last year and they parents has to make decisions regarding what are his plans for the future in terms of college, separate housing, living alone, or living with them. The parents felt like he was not ready for college or living alone, so they said he would be living at their home as of now. Nathen’s parents talked about sending him for additional schooling but not college to help keep him as sharp as possible and to pick up skills to help him find work. Having Nathen find a job in the community seemed very important to Nathen’s parents and Jessica Evans his special education teacher. Nathen as spoken with both groups to discuss what type of job he would be most interested in, which were working with pets or
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
Educational ethics are grounded in traditional community values and a compassion of caring internalized by the educational leader. “Great schools grow when educators understand that the power of their leadership lies in the strength of their relationships” (Donaldson, 2007, p. 29). A clear understanding of the ethics of care and profession encourages a strong foundation of educational leadership. Leading with relationships as well as formal and moral standards creates a learning environment that ultimately supports all learners at a rigorous level. A high level of rigor generates a proud school system and community while concurrently laying the foundation for future
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
RP stated that when he enrolled his son, Jonathan Yomtubi (DOB: 04/16/13) at the school, he paid for the entire school year in advance (2016-2017) RP also stated that he has paid the registration fee for the following school year. At the time of enrollment, RP paid $300 which was dedicated to a gala event that was to take place at the end of the school year. On 4/25/17, RP's wife Vered approached Mr. Louie, the Rabbi, to inquire about the gala or receiving a refund. RP stated that Mr. Louie got very aggressive with his wife stating that she was disrespecting him. When Vered arrived home with the child, the administrator called RP informing them that their child was not welcomed back to the facility. RP stated that several families inquired
The given information shared in Jack’s case was from his special education teacher’s perspective. The identified patient in this case is Jack. Currently, Jack is in the tenth grade in a special education class. He lives at home with his mother, younger brother and stepfather. Jack’s mother works two jobs and is rarely at home and his stepfather is an alcoholic who was recently release from prison, where he was incarcerated for assault with a deadly weapon.
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
The National Association of Special Education Teachers (NASET) has a mission that gives support to educators who teach special needs children by means of research, practice, and policy. They provide special educators national forum to promote their ideas and they give assistance to those who are preparing for a special education career. They encourage teachers to be lifelong learners through the profession development resources that they offer. NASET works to improve profession practice for special education teachers and to build public support for high quality special education programs.
Educators are bound by the Code of Ethics to “respect the special relationship between children and their families and incorporate this perspective in all...interactions with children”3. Respecting diversity is also one of the key principles
In this article, Patrick Wall (2014) cited how teachers effortlessly tried to discipline Joseph—but it failed. However, this sparks a rather differences between the general educator to special educators. According to Anne M. Hocutt, she conducted some findings revealing the contrast between the two positions: General educators are far more concerns on whether or not they are capable of being discipline—education is often secondary. This lead to the stereotype among teachers that students with disabilities have “irrational behaviors” (1996). However, special educators on the other hand, are more patient, promote one-to-one instructions and have a better understanding with the students. Teachers have lower tolerance of special education students compare to students in general education (Hocutt 1996). Special educators are more likely to praise students, ignored any disruptive behaviors, provide more answers about themselves and the students (Hocutt 1996). Melissa Ferry offers feedback in usual, special education classroom tended to be smaller, children become individualized and more responsive to positive feedback (Ferry 2011). In fact, a study conducted by Kris Zorigian and Jennifer Job (2016) concluded positive behaviors interventions and support brings out the best out of students in special education differs little when compared to general courses – strengthen by another study that isolation
Educators, staff, parents, and students all have a right to be familiar with a school’s code of conduct. Students retain information differently, some can learn and understand expectations by observation and many others have to learn by personal experience. Dwyer (1997) believes, “Parents of children with disabilities should be given the opportunity to discuss the discipline code when it is a concern for their child and to be partners in finding effective ways of assisting in maintaining the code and its intent.” (p. 3) If a behavior may be caused directly by a student’s disability, then managing behavior can be adapted as an IEP
As I ponder over my personal professional development experiences as an educator the realization of how one has developed over time is personally satisfying. Educating children especially children with special needs is a challenge within its self. As a teacher it is important that this writer makes a positive influence with students. There are going to be certain ideas that one tries to uphold and other discriminations that one will not allow. Everyone has their own beliefs teachers should do what is necessary not to infringe on others, but show children different way to think so that they have all the information needed to make educated choices. Children are open-minded they have not yet had to deal with or understand the injustices that they will encounter. If children are taught from an early age they will have the ability to succeed especially children with special needs as an educator my main goal is teaching the purpose of public schools, and education reform. It is my purpose to influence children and be positive influence.