Professional and Interpersonal Behavior
1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.
3. We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.
4. We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
CODE OF ETHICS
5. We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children’s learning styles, strengths, and challenges.
6. We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children’s development and learning.
RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical life activities. The early childhood special education professional will demonstrate respect for all families, taking into consideration and acknowledging diverse family structures, culture, language, values, and customs. Finally, families will be given equal voice in all decision making relative to their children. The following practice guidelines provide a framework for enhancing children’s and families’ quality of lives.
Enhancement of Children’s and Families’ Quality of Lives
1. We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and culture.
2. We shall recognize our responsibility to improve the developmental outcomes of children and to provide services and supports in a fair and equitable manner to all families and children.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children we serve.
4. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.
Responsive Family Centered Practices
1. We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs, languages, and culture relative to their nurturance and support of their children toward achieving meaningful and relevant priorities and outcomes families’ desire for themselves and their children.
2. We shall provide services and supports to children and families in a fair and equitable manner while respecting families’ culture, race, language, socioeconomic status, marital status, and sexual orientation.
3. We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers of services for their children.
5. We shall collaborate with families and colleagues in setting meaningful and relevant goals and priorities throughout the intervention process including the full disclosure of the nature, risk, and potential outcomes of any interventions.
6. We shall respect families’ rights to choose or refuse early childhood special education or related services.
7. We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written, and electronic communication.
ETHICAL AND EVIDENCE BASED PRACTICES in the field of early childhood special education relies upon sound research methodologies and research based practices to ensure high quality services for children and families. As professionals researching and practicing within the field, it is our responsibility to maintain ethical conduct in building a cadre of practices based on evidence. Establishing an evidence base not only involves critically examining available research evidence relative to our professional practices, it also involves continually engaging in research to further refine our research-based or recommended practices.
Sound and ethical research strategies always should be used including adherence to institutional review board procedures and guidelines prior to the conduct of research and use of peer-reviewed venues for published dissemination of findings. Honoring and respecting the diversity of children and families should guide all research activities.
Evidence Based Practices
1. We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
CODE OF ETHICS
2. We shall use every resource, including referral when appropriate, to ensure high quality services are accessible and are provided to children and families.
3. We shall include the diverse perspectives and experiences of children and families in the conduct of research and intervention.
Ethical Practice in Research
1. We shall use research designs and analyses in an appropriate manner by providing a clear rationale for each. We shall provide enough information about the methodologies we use so that others can replicate the work.
2. We shall maintain records of research securely; no personal information about research participants should be revealed unless required by law.
3. We shall conduct on-going research and field work that is consistent with and builds upon the available cadre of evidence based practices.
4. We shall utilize collaborative and interdisciplinary research for strengthening linkages between the research and practice communities, as well as for improving the quality of life of children with disabilities and their families.
I chose these codes of ethic because I used to have a student in my class that had a disability and it was hard because she couldn't really talk she only said three or four words. I had to assist her in the bathroom and it made it very difficult during instruction time and small group time. Every day I felt exhausted because I redirected her all day. I couldn't be there for my other students and I wasn't there for her either. I finally said this is enough I felt like I failed her as a teacher so I researched information to help better assist her and I began to use strategies in the classroom that were beneficial for her and I. When working with children with disabilities "We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others". "We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs, languages, and culture relative to their nurturance and support of their children toward achieving meaningful and relevant priorities and outcomes families’ desire for themselves and their children". I became close to the parents and I developed a relationship with both of them because I wanted them to know I am here to help you and your child. It is important for us to research and find out all the information needed to help children, regardless of their capabilities, they need our help they are our future.
http://www.dec-sped.org/
NAEYC- Code of Ethics
Ethical Responsibilities to Community and Society
It is our responsibility to meet the needs of children within the community. My aunt is a Special Ed Specialist and she started an after school program for children with special needs. I will volunteer during the summer to help tutor and assist those children. It feel good to go outside the classroom and help others in need.
Ethical Responsibilities to Families
Families are our eyes and ears at home and they know their children better than anyone. Building relationships with families and children is very important. Parents just want to know if someone cares about their child just as much as they do.
Ethical Responsibilities to Children
As educational professionals it is a great experience to work with young children. Being a advocate for children requires us to provide all the educational and beneficial needs to help get the students to the next level of development. We work closely with families to provide a smooth transition for children and families.
Article: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
