A Comparison of Special Education Administrators’ and Teachers’ Knowledge and Application of Ethics and Professional Standards

Abstract

The field of special education is wrought with ethical dilemmas. The Council for Exceptional Children has outlined its code of ethics and standards for professional practice for individuals working in the field of special education. The purpose of this study was to determine the extent to which special education administrators and teachers possess similar or different levels of knowledge and application of the council’s code and the professional advocacy responsibilities enunciated in the standards. A survey was administered to 624 professionals in the state of Wisconsin who worked with students with disabilities: 99 special education administrators and 525 special education teachers. Special education administrators and teachers were asked to rate their knowledge level of the council’s code and standards and how they used the standards when faced with ethical dilemmas.

Professional Practice and Ethical Issues Related to Physical Restraint and Seclusion in Schools

“…Sturmey (2005) discusses ethics within the context of interventions for individuals with disabilities, describing ethics as a code of professional conduct. The existence of a code of ethics to guide the conduct of members may be a key criterion that differentiates a profession from an occupation (Fiedler & Van Haren, 2009). Professional codes of ethics typically define what members of the profession should do (e.g., be competent in professional practices, maintain integrity and concern for welfare of those served by the profession) and what members should not do, such as engage in illegal or unethical behavior.…”

Inclusion in International Schools: Theoretical Principles, Ethical Practices, and Consequentialist Theories

“…It is the development of a school culture which embraces diversity (Anderson, 2006(Anderson, , 2011DiPaola, Tschannen-Moran, & Walther-Thomas, 2004;Fiedler & Van Haren, 2009;Hansen & Morrow, 2012;Frick, Faircloth, & Little;Kune, 1992). For the purposes of this paper, inclusion is defined as not just the physical integration of a child with disability in the general education setting but rather it is the establishment of a school cultural which practices acceptance.…”

“…Bartlett (2014) states, "Rising to the greater challenge of meeting more diverse needs has raised our (international schools) overall game, making us smarter thinkers, smarter problem solvers, and critically, smarter teachers" (p. 18). Inclusion requires the re-envisioning of the classroom where the value of academics, social development, friendships, behavior, and diversity are equal and understanding, patience, and compassion are seen as traits that are essential for adult life (Anderson, 2006(Anderson, , 2011DiPaola et al, 2004;Fiedler & Van Haren, 2009;Hansen & Morrow, 2012;Frick et al, 2013). Lastly, inclusion provides a level playing field where a disability explains why learning, socializing, and behaving may be challenging, and where disabilities are not viewed as an excuse in which children do not have the opportunity to reach their full-potential.…”

“…Fiedler and Van Haren (2009) concluded that school administrators must not only hold "ethical codes of conduct and professional standards" (p. 162) but must also (1) be well-versed in special education and its services in order to make ethical decisions; and (2) reflect an advocacy of concern and commitment in their school communities regarding children with disabilities (p. 172). Helton and Ray (2009) noted four types of special education ethical decisions errors made by school administrators: (1) decisions resulting from administrative pressure to practice unethically; (2) placing one's own beliefs before ethical codes of practice; (3) following administrative directives regardless of practitioner ethical responsibilities; and (4) teachers not receiving support from administrators when a child's special education plan is not being implemented (p. 115 (Sheldon, Angell, Stoner, & Roseland, 2010).…”

“…The school culture rests in the vision and daily practices of the school administrator (Anderson, 2006(Anderson, , 2011DiPaola et al, 2004;Fiedler & Van Haren, 2009;Hansen & Morrow, 2012;Frick et al, 2013;Frick & Frick, 2010;Kune, 1992;Sperandio & Klerks, 2007). To create an inclusive school environment, administrators must first create a vision that depicts the ability of every child to learn and find success regardless of their limitations (Bakken & Smith, 2011;Conderman & Pedersen, 2005;DiPaola, Tschannen-Moran, & Walther-Thomas, 2004;Frick et al, 2013).…”