Revisiting Principles of Ethical Practice Using a Case Study Framework

Abstract

A code of ethics serves as a compass, guiding professionals as they perform the roles associated with their profession. These codes are evidence to the public that professionals are concerned about the services they provide and the individuals to whom they are provided. Codes of ethics should be living documents, changing focus as the fields they represent change. The purpose of this article is to provide a review of the current and historical changes to the Council for Learning Disabilities' Principles of Ethical Practice and encourage discussion and reflection on employing these standards. In support of the latter, five case studies are presented to afford opportunities for practitioners to engage in professional discussions aimed at improving the services and practices provided to students with learning disabilities in general education settings.

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

“…Other scholars have recommended the use of case studies as an effective method of increasing the quality of ethical decision-making for teachers (Warnick & Silverman, 2011). Case studies prepare preservice teachers in thinking about real-world scenarios and provide them with opportunities to reflect on their own developing skills, and additionally, case studies allow inservice teachers to connect their prior learning and training with situations they are experiencing in the field (Combes et al, 2016). In addition, interdependence exists between ethical codes and case studies: Ethical codes are needed to analyze and evaluate case studies, and case studies are critical in understanding the nuances of ethical codes.…”

“…Given the importance of ethics in fulfilling the responsibilities of the special educator, they deserve explicit focus within preparation programs. By requiring an ethics course specific to special education, teacher candidates could have opportunities to (a) learn about ethical theories and practical orientations, (b) examine special education law in a way that helps them understand the ethical underpinnings of the law, (c) gain knowledge about codes of ethics and professional standards of the field, (d) utilize case studies to examine dilemmas explicitly from an ethical viewpoint and to understand the nuances of ethical codes, and (e) utilize decision-making frameworks for issues that are not directly addressed in the code or when ethical principles are in conflict (Combes et al, 2016;Gartin & Murdick, 2000). Without a required course in ethics, it may be difficult to ensure that this content is comprehensively covered and that teacher candidates are prepared adequately to address the ethical dilemmas that they will encounter in practice.…”

How does teaching with cases support the development of evaluation competencies?

“…Third, the use of cases also imbues learners with the ability to better understand the ethical implications in a scenario. By foregrounding ethics in the discussion of cases, learners can identify sensitive issues, consider the context of the situation, reflect on the values of an organization and make use of these considerations in their response (Borry, 2018;Combes et al, 2016;Culpin & Scott, 2011;Diamantes & Ovington, 2003;Heitzman, 2008;Menzel, 2009;Schafer, 2016). Fourth, cases further offer learners scenarios in which action needs to be taken.…”