Ethics and Special Education

Paul, Jeffrey; French, Peter; Cranston-Gingras, Ann

doi:10.17161/foec.v34i1.6784

Cited by 5 publications

(4 citation statements)

References 33 publications

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“…One implicit assumption is that special education professionals are prepared to navigate ethical dilemmas based on training in their preparation programs. However, numerous scholars have shared concerns regarding a lack of ethics training in special education teacher preparation programs (Cartledge et al, 2001;Gartin & Murdick, 2000;Howe & Miramontes, 1991;Mathur & Corley, 2014;Paul et al, 2001). Some research suggests that preservice teacher educators in general are far less likely to be required to take an ethics course than students of other majors.…”

Section: Examining Ethics Instruction In Special Education Professional Preparationmentioning

confidence: 99%

A 30-Year Systematic Review of Professional Ethics and Teacher Preparation

2021

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Professional ethics in teacher preparation is an area that has received minimal attention in the special education literature. In this systematic review, 18 journals affiliated with the Council for Exceptional Children (CEC) were examined for their coverage of professional ethics over a 30-year period (1988–2018). Results showed that an average of about two articles were published each year on professional ethics and that the majority of the articles were nonempirical academic papers. Only 14% of the articles referenced the CEC’s Code of Ethics and/or Standards for Professional Practice. More than 40% of the articles addressing professional ethics acknowledged ethical issues related to teacher preparation, yet there were no empirical studies conducted with preservice special education teachers. Future directions for research and practice are discussed.

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Section: Examining Ethics Instruction In Special Education Professional Preparationmentioning

confidence: 99%

A 30-Year Systematic Review of Professional Ethics and Teacher Preparation

2021

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“…Meanwhile, special education philosophy and research have historical roots in psychology and medicine guided by positivist orientations. These orientations encourage interventions for students with disabilities emphasizing performance (Baroody, 1999;Paul, French, & Cranston-Gingras, 2001). Within the medical model, the concept of disability reflects organic deficiencies, "broken" bodies or minds as "something to fix, cure, accommodate, or perhaps endure" (Andrews et al, 2000, p. 259).…”

Section: Broken Minds As the Origin Of Marginalizationmentioning

confidence: 99%

“…Although mathematics education scholars have critiqued these tests (e.g., de Freitas & Sinclair, 2016) for over-emphasizing narrow dimensions of number sense, the results are taken at face value reinforcing the location of disability within an individual. Indeed, scholars (e.g., Paul, French, & Cranston-Gingras, 2001) have noted that despite advancements in social science perspectives, special education researchers have maintained a strong commitment to a positivist epistemology. As previously discussed, special education researchers conduct the majority of studies in mathematics education involving students with disabilities.…”

Section: Broken Minds As the Origin Of Marginalizationmentioning

confidence: 99%

Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education

Tan

Kastberg

2017

Journal of Urban Mathematics Education

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espite discussions of "mathematics for all," opportunities that support the development of mathematical reasoning and understanding of mathematics as a human endeavor often do not exist for mathematics learners identified in schools as having dis/abilities. 1 Indeed, mathematics for all is consistently used to motivate the allocation of resources and attention to mathematics education in legislation, policy documents, and organizations' vision and position statements. Mathematics education researchers have served as advocates for marginalized students pointing out limitations in the mathematics for all rhetoric (Martin, 2003). Yet, students with dis/abilities are often left out of discussions regarding mathematics for all and equity research that has worked to contextualize and operationalize "achieving equity" and the process of "eliminating inequity" (Tate, as cited in Martin, 2003, p. 14).Mathematics education researchers and organizations representing them use the term "equity" to refer to access and opportunities for all students. For example, the National Council of Teachers of Mathematics' (NCTM) recent Principles to Actions: Ensuring Mathematical Success for All called for systemic improvement in mathematics education for all (NCTM, 2014). "Access and equity" is identified as one of six guiding principles for school mathematics (p. 5). Yet, the NCTM's (2014) position statement on access and equity leaves dis/ability out of the subgroups to which these goals apply. Access and equity are identified as applying to racial, ethnic, linguistic, gender, and socioeconomic groups. Furthermore, access and equity in standards-based mathematics education remains elusive for those stu-1 We use the term dis/ability to forefront power imbalances inherent in constructing and identifying dis/ability and the consequences of such imbalances in and out of school. The concept of dis/ability as socially constructed offers an entryway to reconstructing what mathematics education researchers mean when they use the term "disability" and to addressing inequities for individuals labeled with this educational and societal construct. The word "disability" is used when directly referencing works by other authors as they applied the term unless their work similarly use the term "dis/ability" (e.g., de Freitas, 2015).

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“…They may also work with young children who have experienced Topics in Early Childhood Special Education 43(3) maltreatment (Corr & Santos, 2017). The combination of a need for family-centered practices and working with potentially vulnerable populations calls particular concern for ethical dilemmas (Paul et al, 2001). Ethical guidelines in related fields exist (American Physical Therapy Association [APTA], 2020; American Speech-Language-Hearing Association, 2016; National Association of Social Workers [NASW], 2021), and DEC (2022) recently released a position statement on ethical practice.…”

mentioning

confidence: 99%

Ethics in the Early Intervention System: A Mixed Methods Exploration

Corr

Spence

Chudzik

et al. 2023

Topics in Early Childhood Special Education

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Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g. EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (N = 427). Then, we interviewed a smaller sample (N = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas.

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Ethics and Special Education

Cited by 5 publications

References 33 publications

A 30-Year Systematic Review of Professional Ethics and Teacher Preparation

A 30-Year Systematic Review of Professional Ethics and Teacher Preparation

Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education

Ethics in the Early Intervention System: A Mixed Methods Exploration

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