Ethical Principles and Professional Practice Standards

Read the case scenario below to respond to the questions that follow. Jake is an energetic third-grader with a learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing disability. Although he is considered “one of the gang” by his classmates and is excellin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing academically durin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the two hours he is in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a general education class, Betty, his general education teacher, feels he just “wouldn’t fit in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in” a general education classroom full-time. On the other hand, Sharon, his resource teacher, sees no reason why he would not be successful. Betty Armstrong’s classroom is meticulously organized. There are twenty desks, exactly four rows of five, and not one even an in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inch out of place. In the back of the room is the small group readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing table with two neat stacks of readers and workbooks beside a precisely covered box of pencils, erasers, and crayons. A few examples of students’ work, each matted in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in coordin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inatin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing colors, are displayed in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the room. Also promin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inently displayed is a job-board listin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing students’ names and the classroom chores for which each is responsible. Everythin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing has its place and everythin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is always in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in its place––well, almost always. It was 10:00 a.m., time for readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. Jake and David came in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into the room as they did every day. They went directly to their desks as Ms. Armstrong had always in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">insisted. Jake bumped his desk out of place as he sat down. He cocked his head to the side, put his feet up on the wire rack under his friend Amy’s desk, and gave her a big, lopsided grin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in. “Okay, class, it is time to work on your story projects,” Ms. Armstrong announced to her third graders, who looked at her enthusiastically. Jake fidgeted in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in his seat. “We just have two more days to get them done before open house,” the teacher contin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inued. Jake excitedly shuffled through the papers in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inside his desk. “Ah! There they are––my crayons,” he said as he grabbed them and put them on top of his desk, while still holdin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing his desk top up with his other hand. “I will put an octopus on...” Just then his left hand let go of his desktop, and down it came! BANG! His crayons fell all over the floor. “Uh oh!” Jake hurried to pick up his crayons, hopin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that Ms. Armstrong would not notice. As he bent down, his glasses slid off his face. As all this was goin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing on, Ms. Armstrong was watchin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Jake out of the corner of her eye. “That young man sure has a difficult time with organization,” she thought. She sighed as she considered the amount of energy it took to try to get him to fit in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in. Betty Armstrong had been a teacher for six years. Her colleagues considered her to be a competent teacher committed to literacy and on top of thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings concernin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing curriculum and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">instruction. Betty often said that it was her goal to make kids feel good about bein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in school and especially about bein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a part of her class. She had high expectations for her students and required them to work hard to meet those expectations. This year, Betty had Jake and David, two students from a special education class. They came to Betty’s class two hours a day for math and readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. Both students had a learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing disability, but Jake also had some fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine motor problems and behaviors typical of students labeled with attention deficit disorder with hyperactivity (ADHD)––although he had never been diagnosed. Sharon Moss, the special education teacher in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the early education class, checked regularly with Betty to see how the two students were doin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. Sharon has been a special education teacher for six years and has built a good rapport with the general education teachers. Sharon decided it was time to discuss with Betty the in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">integration of both boys in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in general education full time. She sat down with Betty and asked her how thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings were goin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. “Oh, both kids are doin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing great academically. David is often the first to raise his hand with the correct answers when I verbally quiz the class, and Jake reads so well! But, Jake’s behavior––it’s just not typical. He’s a goofy little guy, you know,” she said with a smile. “Well, maybe we should consider extendin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing their time in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in general education,” Sharon suggested. “I could see David bein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing successful in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in general education full-time, but I don’t know about Jake. His behavior is really not appropriate for a general education classroom,” responded Betty. “But you are always talkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing about how well Jake does in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the classroom. You say he gets along with the other students and he really excels in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in math. What exactly does he do that makes you thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ink he could not be successful if in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included full-time?” Sharon pushed. “Well, durin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing seat work, he never gets started on time. He’s constantly shufflin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing through the papers in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in his desk. He always needs to sharpen his pencil or somethin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. He just can’t keep himself organized like the other kids. Sometimes he’ll even play the class clown and fall out of his desk,” she explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ined. “Do you thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ink that those reasons are enough to keep him out of the general education classroom?” Sharon asked gently. “I would appreciate it if you gave the idea some more thought.” Betty shrugged her shoulders and gave a questionin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing look, “Okay, I’ll thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ink about it.” Betty patted Sharon on the shoulder before leavin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. She felt she had failed to convin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ince Betty. How was she goin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to persuade Betty that Jake deserved a chance to be in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">included in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the general education class full time? “Betty has always been one of the best teachers for welcomin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing students with disabilities in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into her classroom. Some teachers don’t even want our kids in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in their rooms. I have got to work this out,” Sharon said to herself with determin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ination. Reprin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inted from “He’s Just a Goofy Guy” by Clearin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inghouse for Special Education Teachin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Cases, College of Education, University of South Florida. Copyright 2000 by K. Colucci. Reprin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inted with permission. Usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the CEC Ethical Prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciples and Professional Practice Standards as a guide, address the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing prompts: 1. Compose a 250-500 word response to Betty that addresses her resistance to havin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Jake in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in her class and Jake’s readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">iness to be in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a general education classroom full-time. 2. In 250-500 words, discuss any legal implications arisin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing from Betty’s resistance to havin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Jake in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in her class. Should Jake’s parents and other education professionals be in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">involved in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the decision process? Provide at least three references that support your response. 3. In a 500-750 word response, create an action plan that discusses the use of paraeducators, tutors, and/or volunteers to help Betty be more comfortable with havin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Jake in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in her classroom full-time as well as to help Jake make a successful transition to a full-time general education classroom.