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Ethics Teaching Students with Autism Spectrum Disorders

Ethics teaching student with asd

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Page 1: Ethics teaching student with asd

EthicsTeaching Students with

Autism Spectrum Disorders

Page 2: Ethics teaching student with asd

By Kathryn Wendt

7/8/2012

Page 3: Ethics teaching student with asd

3,4 Ethic’s of special educators

5 Ethical concerns

6-8 Confidentiality

9-10 Inclusion

11-13 Behavior

14 References

Table of contents

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Code of Ethics

• Committed to developing the highest educational and quality of life potential of individuals with exceptionalities.

• Promote and maintain a high level of competence and integrity in practicing the profession.

• Engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students or research subjects

• Exercise objective professional judgment in the participation of the profession.

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Ethics

• Strive to advance knowledge and skills regarding the education of individuals with exceptionalities.

• Work within standards and policies of the profession

• Seek to uphold and improve where necessary in laws, regulations, and policies governing the delivery of special education and related services and the practice of the profession.

• Do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of the Council for Exceptional Children. (The CEC, 1993.)

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Ethical Concerns

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Confidentiality

• Educators are obligated to protect the identity of children with ASD by following guidelines and laws aimed at keeping information about the student confidential.

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(1) written or oral information about these students and theirfamilies may be shared only with personnel who can benefit the student and his or her family by having this knowledge.

(2) recipients should protect the information from disclosure

(3) information concerning a particular student may not be shared with other students or parents under any circumstances. (4) discussions concerning confidential information are to take place in secured locations (Mountain Plains Regional Resource Center, 1998).

When personnel such as substitutes and para-educators are in the class, the classroom teacher must inform them about the need for confidentiality. They should discuss the guidelines of confidentiality for their class and how to proceed if the classroom teacher is absent. Para-educators need to be aware that students’ files should be locked up at all times and that what they observe, hear, or learn in the class should stay in the class to protect the rights of these children (Fleury, 2000).

Regulations for Confidentiality of Students with ASD

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Inclusion

There has been an increasing trend to include students with autism and other disabilities in general education classrooms along with their typically developing peers (McDonnell, 1998). This trend has stemmed largely from theoretical arguments related to social development and legal issues related to the civil rights movement (for a review, see Harrower, 1999).

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Ethical concerns about inclusion

• Inclusion must be made functional. • Planning, logistics and research. • Educators must find balanced ways

for students with ASD to spend quality time with peers as well as with their special education teachers who are critical to their supplemental support.

• Educators need to find ways to involve peer support groups that truly bolster the child's sense of inclusion and allow them to establish actual relationships with fellow students.

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Behavior

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Behavior

Currently, federal law states that children with challenging behavior, if it results from a disability, and if they are removed from a setting, there has to be a manifestation determination.

That means that you have a call a team meeting and decide if it is a result of their disability or not. If is is due to their disability, they have to receive FAPE (Free and appropriate education) in some environment.

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Ethical Issues Concerning Behavior in students with ASD• Federal law says that you must try 2

positive behavior interventions before you can create an aversive behavior plan. (isolated time out).

• Positive behavior programs, if followed correctly can decrease and/or eliminate target behavior.

• Least intrusive procedures must be tried first

• ONLY if they have been found ineffective, are more intrusive procedures implemented. (Cooper et al., 2007).

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References

BEHAVIOR MODIFICATION, Vol. 25 No. 5, October 2001 762-784 (2001) Sage Publications.Hall, L. J.(2009). Autism spectrum disorders: From theory to

Iyer, N., & Daqi, L. (2007). Chapter 9: REFLECTIONS ON A DILEMMA IN SPECIAL EDUCATION COURSES. In , Ethical Educator: Integrating Ethics within the Context of Teaching & Teacher Research (pp. 93-99). Peter Lang Publishing, Inc.

McEnvoy, M.,PhD. Legal and Ethical Issues Regarding Behavior. (2009).

Pierangelo, R., & Giuliani, G. (2008). Teaching students with autism spectrum disorders: A step-by-step guide for educators. Thousand Oaks, CA: Corwin Press.

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