D E N I S E J U I TT O

ETHICAL ISSUES FOR STUDENTS WITH AUTISM

AGENDA

• Students with autism spectrum disorder (ASD)•What are ethical behaviors when teaching? • Scenarios combining ethics & our students with ASD • Resolution of ethical issues

PRIMARY CHARACTERISTICS

•Qualitative impairment with social interactions•Qualitative impairment in communication •Restrictive repetitive & stereotyped patterns of behavior, interests, activities

ETHICS

An important part of professionalism is that we act in an appropriate manner because we know that it is right – not just because someone is policing our behavior.

We behave in a specific manner because we have certain beliefs and our integrity requires us to act according to those beliefs.

This is what is meant by ethical behavior or ethics—behavior that is governed by principles.

(Ashbaker & Morgan, 2006)

SITUATIONS REQUIRING ETHICAL PRINCIPLES

• Working relationships with other adults,

• Communication and conflict resolution,

• Assessment practices, and

• Confidentiality and the use of information

(Ashbaker & Morgan, 2006)

COUNCIL FOR EXCEPTIONAL CHILDREN (CEC) ETHICAL PRINCIPLES

• Develop relationships with families based on mutual respect and actively involve them in educational decision-making• Using evidence, instructional data, research

and professional knowledge to inform practice • Participating in the growth and dissemination

of professional knowledge and skills• Promoting meaningful and inclusive

participation of individuals with exceptionalities in their schools and communities

(CEC, 2010)

SCENARIO ONE

• Mrs. Smith, 1st grade intervention specialist • Given data from previous year’s teacher

on student performance & behaviors when tasks are not explained well to Alex • Parent provided insights about child’s

interests & sensory needs • Alex flaps his hands when he

cannot understand a task

ISSUES & RESOLUTIONS

• Ethical principles: Develop relationships with families; Utilize evidence & data to inform practice • Teachers have an ethical responsibility to use the

information from parent & collected data from other professionals • When teachers do not utilize information about a

child shared by the parents, parents can address the concern with the teacher and then follow the chain of command • Administrators support collaboration & effective

instruction based on student’s needs defined with data

SCENARIO TWO

• Professional development approved by districts• Mr. Jones recently attended a two day

workshop on the TEACCH program • Visual supports, structured schedules,

routines emphasized • Caleb served in an inclusion setting with

support from Mr. Jones and a paraprofessional during science, social studies, and math classes

ISSUE & RESOLUTION

• Ethical principle: Dissemination of professional knowledge & skills• Teacher professional responsibilities are to Inform

others in order to support the use of evidence-based strategies such as visual supports• When teachers do not disseminate knowledge as a

part of their ethical behaviors, districts can request teachers to write a report about how they will utilize information from professional development opportunities in their practice when attending professional workshops• Teachers can be required to share at staff meetings

or grade level meetings

SCENARIO THREE

• Mrs. Peters serves as the intervention specialist • Kelly is a student with autism in her class• Mr. Michaels is the only regular education

teacher in sixth grade • Decision by Mrs. Peters to keep Kelly with

her for reading and math when performance reports indicate average or low-average skills in both areas because she does not approve of Mr. Michael’s techniques

ISSUE & RESOLUTION

• Ethical principle: Promoting meaningful and inclusive participation• Teachers are responsible for following the IEP

as written and responsible for keeping personal opinions separate from their professional practices• Directors of special education or

administrators are responsible for teacher evaluations & the assurance that IEP’s are followed as written • Documentation in a teacher’s file and

periodic discussions of services

• As we proceed through this year, remember that each of us has a professional ethical responsibility to support our students with disabilities and our children who are typically developing in our classrooms.• Thank you for your participation

REFERENCES

• Ashbaker, B.Y. & Morgan, J. (2006). Paraprofessionals in the classroom. Upper Saddle River, NJ: Pearson Education • Council for Exceptional Children. (2010).

Special education professional ethical principles. Retrieved from http://www.cec.sped.org• Smith, D.D. & Tyler, N.C. (2010).

Introduction to special education: Making a difference. (11th Ed.). Upper Saddle River, NJ: Pearson Education