The document discusses the rights of learners with special needs and the responsibilities of teachers in special education. It outlines that special education teachers must assess student skills and needs, develop individualized plans, discuss progress with stakeholders, and help with transitions. The code of ethics for teachers says they should nurture student potential, apply professional knowledge, commit to learning, respect colleagues, collaborate with families, and advance the learning community. The standards of practice discuss advocating for student needs, promoting their full potential, demonstrating respect for individuals, and collaborating with students, families and other teachers.

1. Learner Rights and Teacher Responsibilities
Tatiana Garcia

2. Special Education
Special education can be defined as
”specially designed instruction that
addresses the unique needs of a
student eligible to receive special
education services” at no cost to
parents (What Is Special
Education? | OSPI, n.d.).

3. Expectations of Special Education Teachers
• Assess skills and determine needs of
students Adapt lessons to meet student
needs.
• Develop and implement Individualized
Education Programs (IEPs) for students .
• Discuss progress with students, parents,
counselors, and administrators.
• Prepare and help students transition to
the next grade level and from school life
to outside life.
(Special Education Teachers : Occupational Outlook
Handbook: : U.S. Bureau of Labor Statistics, 2019)

4. Code of Ethics
• “Nurture the academic, psychological,
physical, and social potential of children
with special needs” (American Academy
of Special Education Professionals:
Code of Ethics, n.d.)
• “Apply professional knowledge to create
a professional and supportive
environment for children with special
needs” (American Academy of Special
Education Professionals: Code of Ethics,
n.d.)
• “Commit to learning in order to develop
professional development” (American
Academy of Special Education
Professionals: Code of Ethics, n.d.)

5. Code of Ethics, Cont.
• “Respect, support, and collaborate with
colleagues and other professionals in the
interest of children with special needs
with whom they work” (“American
Academy of Special Education
Professionals: Code of Ethics”).
• “Collaborate with parents of children
with special needs and community,
building trust and respecting
confidentiality” (“American Academy of
Special Education Professionals: Code of
Ethics”).
• “Advance the intellectual and ethical
foundation of the learning community”
(“American Academy of Special
Education Professionals: Code of
Ethics”).

6. Professional Standards of Practice
• Advocating to meet the needs of
learners
• Promoting learners meeting their
full potential
• Demonstrating respect for
learners as individuals
• Demonstrating collaboration
with learners, families, and
colleagues

7. Meeting the needs
of learners
• Seek support from advocacy organizations
that can provide foundations for work or
touchpoints to direct back to.
• Foster strong relationships with school
leadership will be a key advantage in
advocating for the needs of learners.
• Think creatively about systems and processes
to allow enough room for students to thrive
individually and collectively.
• Be vocal in order to make their stories visible on
a larger scale.
(Four Ways to Advocate for Your Students, 2019).

8. Promoting learners to
meet their full potential
• Discover students’ strengths to help them be
more confident in their abilities and strive to do
more.
• Provide positive role models with disabilities to
show students an example of how they are also
capable of becoming successful.
• Develop strength-based learning strategies to
utilize them in any interaction.
• Use assistive technologies to accommodate and
aid for student weaknesses and promote the use of
their strengths.
(Armstrong, 2013).

9. Respect for Learners as
Individuals
• Cultivate positive beliefs to empower students in
their educational journey
• Choosing words carefully to ensure that students
feel supported, and miscommunication is minimized.
• Watch what is done by students, so we have a clear
vision of what they need
• Listen to what students may need so that we can
advocate on their behalf.
(Tomlinson, n.d.)

10. Collaboration with learners, families, and
colleagues
• Building and maintaining rapport with families
to determine how we can support each other
(Milagros Santos, n.d.).
• Learn from families to determine how the
home environment can be incorporated in to
school activities (Milagros Santos, n.d.).
• Meet with learners and their families to
determine if additional assistance is needed
and what can be done to assist their need(s).
• Collaborate with colleagues to identify
additional resources or methods that may be of
assistance for students with special needs.

11. References
• American Academy of Special Education Professionals: Code of Ethics. (n.d.). Aasep.org.
http://aasep.org/about-the-academy/code-of-ethics/index.html
• Armstrong, T. (2013, April 10). 7 Ways to Bring Out the Best in Special-Needs Students (Opinion).
Education Week. https://www.edweek.org/teaching-learning/opinion-7-ways-to-bring-out-the-best-in-
special-needs-students/2013/04
• Four Ways to Advocate for Your Students. (2019, October 30). Medium; McGraw Hill.
https://medium.com/inspired-ideas-prek-12/four-ways-to-advocate-for-your-students-31bc2c367b51
• Milagros Santos, R. (n.d.). IRIS | Page 5: Environment and Instructional Grouping.
Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/dll/cresource/q3/p05/#content
• Special Education Teachers : Occupational Outlook Handbook: : U.S. Bureau of Labor Statistics. (2019,
May 20). Bls.gov. https://www.bls.gov/ooh/education-training-and-library/special-education-
teachers.htm#tab-2
• Tomlinson, C. (n.d.). One to Grow On / Respecting Students. ASCD.
https://www.ascd.org/el/articles/respecting-students
• What Is Special Education? | OSPI. (n.d.). Www.k12.Wa.us. https://www.k12.wa.us/student-
success/special-education/family-engagement-and-guidance/what-special-education