Ethical Dilemmas of Special Education Administrators
Special Education Administrators nurture the academic, psychological, physical, and social potential of children with special needs
1. promote growth in all students through the integration of academic, psychological, physical, and social learning
2. respect the inherent dignity and worth of the children with whom they work
3. help children with special needs to value their own identity, learn more about their disabilities, and help them reflect on their own learning and connect it to their life experience.
Diagnosis, Inclusion vs. Exclusion, Fairness, Reliance: https://classroom.synonym.com/ethical-issues-special-education-programs-22210.html
Special Education Administrators apply professional knowledge to create a professional and supportive environment for children with special needs
1. apply their professional knowledge to promote student success.
2. develop and implement programs based upon a strong understanding of human development and learning theory.
3. advocate for necessary resources for students to achieve their highest level of success
4. strive to ensure access to needed information, services, and resources for children with special needs.
Special Education Administrators commit to their own learning in order to develop their professional development.
1. recognize that professional knowledge and development are the foundations of their practice.
2. know their subject matter and respect the reciprocal nature of learning between themselves and the children with whom they work.
3. engage in a variety of individual and collaborative learning experiences essential to develop professionally, drawing on and contributing to various forms of educational research to improve their own practice.
4. practice within their areas of competence and develop and enhance their professional expertise.
5. pursue knowledge of new developments and maintain competence in their respective fields through education, training, or supervised experience.
Special Education Administrators respect, support, and collaborate with colleagues and other professionals in the interest of children with special needs with whom they work.
1. encourage and support their colleagues to build and maintain high standards.
2. respect fellow professionals and work to maintain a collegiality with the individuals in their respective professions.
3. shall not maliciously injure the professional reputation or practice of colleagues.
4. shall not make false or malicious statements regarding a colleague's competence, performance, or professional capabilities.
Special Education Administrators collaborate with parents of children with special needs and community, building trust and respecting confidentiality.
1. cooperate with community agencies in using resources and building comprehensive services in support of children with special needs.
2. partner with parents of children with special needs and other members of the community to enhance programs for children with special needs.
3. understand how cultural diversity, family dynamics, gender, and community shape the lives of the individuals with whom they collaborate.
4. understand that relationships between and among people are an important vehicle for change
5. respect the private nature of the special knowledge they have about children and their families and use that knowledge only in the students' best interests.
Special Education Administrators advance the intellectual and ethical foundation of the learning community.
1. recognize the obligations of the trust placed in them.
2. confidantes, mentors and advocates for growth and development.
3. recognize that they are role models for children, youth and the public.
4. continually aware of the mission, values, ethical principles, and ethical standards, and practice in a manner consistent with them.
5. always seek to maintain the highest level of professionalism, integrity, and competence when working with children, youth, parents, and professionals.