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| Foreword | ||
| A Note to the Instructor | ||
| Acknowledgments | ||
| Ch. 1 | Introduction | 1 |
| A Preliminary Observation Regarding the Study of Ethics | 2 | |
| Organization of the Book | 2 | |
| Getting Started | 5 | |
| Case | ||
| Where are the Lines to be Drawn? | 5 | |
| Ch. 2 | The Nature of Ethical Deliberation | 7 |
| Law and Ethics | 8 | |
| Facts and Values | 9 | |
| Moral Philosophy | 12 | |
| Conclusion | 24 | |
| Ch. 3 | Public Policy and the Mission of Special Education | 26 |
| Due Process | 28 | |
| Cases | ||
| Power Grab in the Staffing | 29 | |
| Delinquent or Disturbed? | 32 | |
| The Distribution of Educational Resources | 36 | |
| Cases | ||
| Pulling the Educational Plug on Children with Profound Disabilities? | 37 | |
| Whose Benefits are to be Sacrificed? | 42 | |
| Must the Gifted Earn Their Placement? | 44 | |
| The Bureau-Therapeutic Structure of Special Education | 47 | |
| Cases | ||
| "Get My Son Out of Special Education!" | 48 | |
| Reverse Incentives | 51 | |
| Pull-out is Best | 55 | |
| Ch. 4 | Institutional Demands and Constraints | 58 |
| Institutional Unresponsiveness | 58 | |
| Cases | ||
| Broken Promises | 59 | |
| Negotiating the Handicap | 63 | |
| Special Education Teacher as Broker | 66 | |
| Case | ||
| Resistance to Integration | 66 | |
| Labeling | 69 | |
| Case | ||
| Special Education: Opportunity or Stigma? | 70 | |
| Professional Relationships | 73 | |
| Cases | ||
| Covering for Incompetence | 74 | |
| Turfing Students | 77 | |
| Ch. 5 | Students and Parents as Sources of Obligation | 80 |
| Conflicts among Parents and Teachers About Student Welfare | 80 | |
| Cases | ||
| Withholding Information About Poor Performance? | 81 | |
| Parents' Wishes Versus Professional Judgment | 83 | |
| Confidentiality | 86 | |
| Cases | ||
| Loose Talk in the Lounge | 87 | |
| Who Really Needs to Know? | 89 | |
| Special Allowances for Special Education Students? | 92 | |
| Cases | ||
| Special Grading for Special Education Students? | 93 | |
| Teacher as Friend? | 95 | |
| Ch. 6 | Conclusion: Professional Ethics and Compromise | 98 |
| Appendix A: Cases for Discussion | 105 | |
| Case # 1: Reward for a Job Well Done? | 105 | |
| Case # 2: Arbitrary and Capricious Placement Criteria? | 106 | |
| Case # 3: Double Jeopardy | 107 | |
| Case # 4: Medication or Else | 108 | |
| Case # 5: Do the Ends Justify the Means? | 109 | |
| Case # 6: Teaching Responsibility or Limiting Opportunity? | 110 | |
| Case # 7: EBD - A Label for Protection? | 110 | |
| Case # 8: Who Decides the Curriculum? | 112 | |
| Case # 9: Who Should Pay? | 113 | |
| Case #10: No Label, No Service | 114 | |
| Case #11: What Does a High School Diploma Mean? | 115 | |
| Case #12: Treating Like Cases Alike? | 116 | |
| Appendix B: Council for Exceptional Children (CEC) Code of Ethics | 119 | |
| Appendix C: Professional Ethical Codes and Ethical Deliberation | 121 | |
| Appendix D: Religion and Ethical Deliberation | 123 | |
| References | 125 | |
| Index | 127 | |
| About the Authors | 135 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Sandra Noble
reviewed Ethics of Special Education on June 19, 2019
Ethics of Special Education
I came across this book while searching for some tips for successful inclusion of children with autism in regular classroom. Since the teacher also had not had previous experiences with children on the spectrum, her perspectives of what the children could or couldn't do perhaps conjured up nicely what it feels to have an initial exposure to autism and the necessity of understanding its to the core. I admire her patience and quest for knowledge as she gradually overcome the challenge of becoming a specialEd teacher. Actually the whole team (Fran and her other two assistants) of the class was awesome - I guessed they really enjoyed the time spent in the class despite the constant pressure to keep the children safe and happy. The stories were also followed by parent's thoughts and perspectives on their children, which showed that many parents were able to maintain positive attitude and thoughts about their children's improvements. However, I still (personally) feel like there's something not right behind these stories. After all, they still fit very well with the way children with autism are viewed in the public - though with more love and sympathy. The kids were portrayed extremely stereotypically - it makes me feel like once again we are only able to touch on the overt, observable behaviors (and abnormalities) and simplify how we understand autism. Not that I know of any better way to identify or describe the kids outside of their obsessive interests and so-called problematic behaviors, but I still think there's something missing in these descriptions.
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