![Definition of Autism
(IDEA, 2004)
(i) Autism means a developmental disability significantly
affecting verbal and nonverbal communication and
social interaction, generally evident before age three,
that adversely affects a child's educational performance.
Other characteristics often associated with autism are
engagement in repetitive activities and stereotyped movements, resistance to
environmental change or change in daily routines, and unusual responses to
sensory experiences. (300.8[c][1][i])](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
More Related Content
Similar to Ethics wk5
Similar to Ethics wk5 (20)
Recently uploaded
Recently uploaded (20)
Ethics wk5
- 1. Ethical Concerns In the Classroom
- 2. Definition of Autism (IDEA, 2004) (i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. (300.8[c][1][i])
- 3. Definition of Ethics 1 The discipline dealing with what is good and bad and with moral duty and obligation 2 a: a set of moral principles : a theory or system of moral values. b: the principles of conduct governing an individual or a group <professional ethics> c: a guiding philosophy d: a consciousness of moral importance <forge a conservation ethic> 3 a set of moral issues or aspects (as rightness) (Webster’s online dictionary)
- 4. Objectives View scenarios Answer questions
- 5. Scenario #1 A student in your regular class asks, “Mr. Zee, what is wrong with Johnny, why does he get to wear earphones when we are reading?” What do you do? a. Ignore the question b. Tell him that all students learn in different ways and Johnny uses the earphones to listen to the book as he reads it. c. Go into detail about why Johnny uses earphones. d. None of the above
- 6. Scenario #2 Today is Friday, and you are at your desk getting ready to analyze the data that you have been collecting all day for Ben. As you look at the form, you realize that the dates don’t match on your collection forms and the graphs. You don’t know exactly what Ben did on each day for the last week. What do you do? a. Wait until Monday when Ben’s 1:1 comes in and ask if he has the information you need in Ben’s binder. b. Fill in the dates to the best of your knowledge. c. Redo the graph with the correct information. d. None of the above.
- 7. Scenario #3 A colleague asks you to come into her classroom to observe Kate because she is not behaving as well as she used to. You go in and notice that the walls and chalkboard are covered with posters and the lights are flickering. Kate’s 1:1 has to take her out of the room. What do you do? a. Say your sorry, but will have to come back when Kate is there. b. Ask her when she changed her room and offer to help her change it back. c. Tell her that you don’t see anything wrong. d. None of the above.
- 8. Scenario #4 A student in the resource room has a Picture Exchange Communication System (PECS) in place but lost it one day. The very next day, a parent of another student comes into your classroom, while instruction is going on, and asks if the book belongs to someone you know. You tell her yes, and thank her for returning it. However, she does not leave, she looks around and then sits down to watch. What do you do? a. Ask her politely to leave. b. Call the office and have someone come down to get her out. c. Ask her if she needs more assistance. d. d. All of the above can apply.
- 9. Scenario #5 You are a resource room reading teacher and have just left an initial IEP and placement meeting for a student. He has been diagnosed with autism. Everyone in the meeting agreed that he would be placed in the resource room for academics. The psychologist, who services our school, said that this student needs structured teaching along with (PECS). In your opinion, you disagree, but did not say anything in the meeting.
- 10. Questions?
Editor's Notes
- Good afternoon everyone and welcome to my presentation. My name is Fran Olin, and I am a Special Education teacher here at Inarajan Middle School. As you can see, I am going to be talking about ethical concerns in the classroom. Specifically, concerns that affect students with Autism Spectrum Disorders or ASD. ASD is the umbrella that autism falls under and ranges from high functioning to severe. Before we get into the concerns, can anyone tell me the definition of autism? Pause for responses (if any). Let’s find out how the law defines it. Next slide.
- Under IDEA 2004, autism is defined as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. You may be wondering why I have affecting verbal and nonverbal communication, social interaction, that adversely affects a child’s educational performance and repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences bolded and some of those words underlined. They represent the student with an ASD, and are the key to each student. Remember, each student is different and may display these characteristics in one form or another. Now, you may be wondering where ethics falls into this. I am giving you copies of the CEC Code of Ethics for Educators of Children with Exceptionalities,CEC Ethical Principles for Special Education Professionals, Standards for Professional Practice Teaching and Assessment Special Education Professionals, andProfessionalColleagues (Distribute copies) I will give you a few minutes to read through them. Allow 4-5 minutes for teachers to read them. The CEC’s Code of Ethics for Educators of Children with Exceptionalities includes teachers of mainstreamed students. Ask, “Does anyone have any questions? Allow time for Q & A. What does ethics mean? Go to next slide.The Council for Exceptional Children. (1993). CEC Policy Manual, Section Three, part 2 (p. 4). Reston, VA: Author. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPracticeStandards/CEC_Code_of_Ethics_for_Educators_of_Persons_with_Exceptionalities.htmhttp://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,CEC Ethical Principles for Special Education Professionals. Retrieved fromhttp://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPracticeStandards/default.htmCEC Standards for Professional Practice Teaching and Assessment. Retrieved from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/PracticeStandards/default.htm#Teaching_AssessmentCEC ProfessionalColleagues http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/PracticeStandards/default.htm#Professional_Colleagues
- According to Merriam-Webster’s Dictionary, ethics is 1. The discipline dealing with what is good and bad and with moral duty and obligation. 2)[a] a set of moral principles – a theory or system of moral values. [b] the principles of conduct governing an individual or a group – professional ethics. [c] a guiding philosophy. [d] a consciousness of moral importance - forge a conservation ethic. And 3) a set of moral issues or aspects (as rightness. As teachers, either in special education or general ed., we all have guidelines to follow and when we don’t, then we are not providing the best education to our students. How can we be sure that we are doing what is “right” for our student with an ASD? (pause for responses). We can be sure by knowing the student, providing the necessary interventions with data collection, and using scientifically based practices (Hall, 2009, p. 57). Next slide.http://www.merriam-webster.com/dictionary/ethics?show=0&t=1351948424
- We are going to be looking at some scenarios that you may encounter in your classroom. Remember, all of the scenario’s are about how to do the right thing when it involves a student with an ASD. On the table in front of you, there are two types of cards one with a/b, the other has c/d. Each of you should have one of each of those cards. This is what is going to happen. After I read the scenario, there will be four possible answers. I will ask you, “What do you do?”, give you time to get your card ready, and say “Ready, Go”. When I say go, I want you to hold up the card with the letter you chose facing me. Does everyone understand? (if someone doesn’t, go to next slide and demonstrate)
- Scenario #1 - A student in your regular class asks, “Mr. Zee, what is wrong with Johnny, why does he get to wear earphones when we are reading? What do you do? a - Ignore the question, b - Tell him that all students learn in different ways and Johnny uses the earphones to listen to the book as he reads it, c - Go into detail about why Johnny uses earphones, d - None of the above. Everyone, choose your answer, and when I say “go” hold it up. Ready, “Go” If you chose b, you are right. You don’t want to ignore questions from your students and you don’t want to give them information about a student that they don’t need to know. This falls under the CEC Ethical Principles: Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. (If I saw any one with d, I would ask them what they would doand why because they may have a better answer.) One way you could get avoid questions like this is to have a class discussion, at the beginning of the school year, about disabilities and how students learn. You could ask them how they like to do their work. Do they like to work in a quiet place, with music on, with a lot of activity going on around them. Tell them that everyone is different and learn in their own way. Does anyone have any questions? (respond to questions asked) Good questions. Everyone ready for the next scenario? OK! Next scenario.
- Scenario #2 Today is Friday, and you are at your desk getting ready to analyze the data that you have been collecting all day for Ben. As you look at the form, you realize that the dates don’t match on your collection forms and the graphs. You don’t know exactly what Ben did on each day for the last week. What do you do? a.Wait until Monday when Ben’s 1:1 comes in and ask if he has the information you need in Ben’s binder. b.Fill in the dates to the best of your knowledge. c. Redo the graph with the correct information. d. None of the above. “Ready. Go”. Yes, the answer is “c”. You don’t want to wait for Ben’s 1;1 because he may not be in on Monday and you definitely don’t want to use false information. If you look at CEC Standards for Professional Practice, Teaching and Assessment, 1.3. Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and individualize instruction variables in response to assessment results. If you wait on Ben’s 1;1, you still can’t be sure the information is right. So it’s better to just redo the graph so everything matches. One way you can prevent this from happening is to have your forms ready the day before you are going to use them. Write the date in pencil so if the student is absent, it can be easily erased. (If anyone chose “d”, ask why.) Ready for another one? Next slide.
- Scenario #3 A colleague asks you to come into her classroom to observe Kate because she is not behaving as well as she used to. You go in and notice that the walls and chalkboard are covered with posters and the lights are flickering. Kate’s 1:1 has to take her out of the room. What do you do? a. Say your sorry, but will have to come back when Kate is there. b. Ask her when she changed her room and offer to help her change it back. c. Tell her that you don’t see anything wrong. d. None of the above. “Ready, Go” For those of you who showed “b” you’re right. Kate did not start having behavior problems until the classroom was changed. Most students with ASD’s are visual learners. When the environment waschanged to one that overloaded Kate's visual perception she responded by closing down. Her 1:1 had to remove her from the room. By keepingthe room free of visual distractions, students are able to function better. You can avoid this if you talk to someone first about changing the room, then you won’t have to change it back. When you go back to your classroom’s today or in the morning, take a look around, if students with ASD’sare in your room, is it conducive to their learning? (If anyone chose “d”, ask why.) Ready for another one? Next slide.
- Scenario #4. A student in the resource room has a Picture Exchange Communication System (PECS) in place but lost it one day. The very next day, a parent of another student comes into your classroom, while instruction is going on, and asks if the book belongs to someone you know. You tell her yes, and thank her for returning it. However, she does not leave, she looks around and then sits down to watch. What do you do? a. Ask her politely to leave. B. Call the office and have someone come down to get her. C. Ask her if she needs more assistance. d. All of the above can apply. “Ready, Go.”If you chose “d’ you would be right, because any could apply. You could ask her politely to leave, by saying “I’m sorry ma’am but if there isn’t anything else you need, I am in the middle of teaching, can you please leave? That takes care of a and b. If she won’t leave, then call the office. Visitor’s must sign in and are not allowed to move around the campus unescorted. This falls under safety, welfare and confidentiality of students. Before I go to the next slide, I want to explain it . A few years ago all middle schools moved to use Direct Instruction (DI) school wide. All of the teachers voted, and agreed that we should use it. For those of you who were not here at that time, there were teachers who thought is was a good idea, others a bad idea, and of course, those that didn’t care one way or another. As the DI Coordinator, I saw teachers who did not follow the script, skip lessons, and in one case fake the data she was collecting. When I went into classroom for observations, the principal or one of the assistant principals were with me and saw the same things I did. I was not provided any information of the outcomes of the meeting, other than the teachers in question were doing what they were supposed to be doing the next time we went in. On this next slide there is a scenario, but I am not going to ask you to answer it out loud. I want you to think about it. Next slide.
- Scenario #5 You are a resource room reading teacher and have just left an initial IEP and placement meeting for a student. He has been diagnosed with autism. Everyone in the meeting agreed that he would be placed in the resource room for academics. The psychologist, who services our school, said that this student needs structured teaching along with Discrete Trial Teaching (DTT), and a Picture Exchange Communication System (PECS). In your opinion, you disagree with using the Treatment and Education of Autistic and related Communication handicapped CHildren (TEACCH) approach, but did not say anything in the meeting.I want everyone to look at your copy of the Code of Ethics for Educators. Can someone please read number one out loud.Pause while it is being read. Think about it. Can Someone read Number 4? Pause while it is being read. Think about it. And can someone read number 6. Thank you. With those three in mind, especially number 4. Ask yourself, What will I do?
- Now I would like to open the floor for any questions, concerns, or comments you have. If you want to go back to any of the scenario Pause for responses. Remember to do the “Right” thing when it comes to providing the highest education for our students.
- Thank you again for coming. Have a Great Evening!