Working with Families and Children: Ethical and Legal Working With Families and Children: Ethical and Legal Issues - ... What are the major ethical issues encountered by special ... Handout, pamphlet ...

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  • 1

    College of Graduate Studies

    SE5765 Working With Families and Children: Ethical and Legal Issues -

    Instructor: Esther Kennedy, Louis Goscinski

    Phone: Esther Kennedy 603-828-6462 (C) email eekennedy@mail.plymouth.edu

    603-431-2944 (H)

    Louis Goscinski 603-664-5567 (H) email is ljgoscinski@mail.plymouth.edu

    603-834-2723 (C)

    Required Text:

    1.) Weishaar, M. K. (2007). Case studies in special education law. Upper Saddle River, NJ:

    Pearson. ISBN:0-13-218628-4

    2.) Sileo, N, Prater, M. (2012). Working with families of children with special needs. Upper

    Saddle River, NJ: Pearson. ISBN: 978-0-13-714740-3.

    Course Description

    This course will familiarize the student with the ethical responsibilities required of special

    education professionals. The specific issues to be addressed in this course include the following:

    - developing working relationships with professionals and families

    - application of ethical standards to conflict situations

    - exploration of behavior change processes within an educational institution

    - confidentiality

    - ethical decision-making process

    Central Questions: What have been the major legislation or educational initiatives impacting the

    education of students with disabilities in the past 40 years? What major ethical considerations

    have evolved as a result? How has this legislation also impacted the familys role in the

    education of their child?

    Essential Questions:

    What are the major ethical issues encountered by special education professionals?

    What impact does federal legislation and mandates have in the administration of special education?

    What are responsive strategies that promote effective communication, conflict resolution, and collaboration with individuals with disabilities, families, and school personnel?

    What are the roles of administrators, general education teachers, other school personnel and parents in supporting access to the general curriculum of an individual with disabilities?

    What are successful problem solving methods that facilitate collaboration?

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    Performance-based Objectives -

    By engaging in assigned readings, sample case studies, and class discussions, students will

    be able to:

    Identify and discuss major ethical considerations in various aspects and practices in special education

    Explain how to support the role of individuals with disabilities, their families and school and community personnel in planning an individualized program, and maintain confidential

    communication about individuals with disabilities and their families

    Explain how assessment procedures can respectfully include individuals with disabilities and their families

    Explain how to foster respectful and beneficial relationships among individuals and incorporate individuals with disabilities and their parents as active participants in the

    educational team

    Discuss ways of communicating effectively with school personnel and parents including those from diverse backgrounds and their families

    Identify resources available to parents that would assist parents in understanding their rights as protected by the IDEA and special education procedures

    Students will demonstrate these objectives through their participation in discussions, both

    in class and online, through their reflections posted online and their final presentation.

    Course Expectations: Students will be able to interact and work with others in their educational communities.

    Students will be required to be mindful and accepting of differences and challenges that are

    among professionals in the classroom.

    Students will incorporate technological and media resources in presentations.

    Students will come prepared to all classes to foster discussion on the topic.

    Content of Course Which Addresses Technological Competence: Students will be required to

    employ technology in assignments, research and classroom presentations.

    Content of Course Which Addresses Diversity Issues: Students will explore issues of cultural

    diversity in relation to individuals with disabilities and their families focusing on communication

    and informed consent.

    Content of Course Which Addresses Special Needs Issues: This course focuses on individuals

    with special needs and their families in addressing ethical concerns related to the implementation

    of special education law.

    COUNCIL FOR EXCEPTIONAL CHILDREN STANDARDS NCATE ACCREDIATION

    Standard #1 Foundations

    CC1K1 - Models theories and philosophies that form the basis for special education practice.

    CC1K2 - Laws, policies and ethical principles regarding behavior management planning and implementation.

    CC1K4 - Rights and responsibilities of students, parents, teachers and other professionals, and schools related to

    exceptional learning needs.

    CC1K6 - Issues, assurances and due process rights related to assessment, eligibility, and within a continuum of

    services.

    GC1K5 - Continuum of placement and services available for individuals with disabilities.

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    GC1K8 - Principles of normalization and concept of least restrictive environment.

    Standard #7 Instructional Planning

    CC7K1 - Theories and research that form the basis of curriculum development and instructional practice.

    Standard #8 Assessment

    CC8K1 - Basic terminology used in assessment.

    CC8K2 - Legal provisions and ethical principles regarding assessment of individuals.

    CC8K4 - Use and limitations of assessment instruments.

    CC8K5 - National, state or provincial and local accommodations and modifications.

    GC8K1 - Specialized terminology used in the assessment of individuals with disabilities.

    GC8K2 - Laws and policies regarding referral and placement procedures for individuals with disabilities.

    CC8S6 - Use assessment information in making eligibility, program and placement decisions for individuals with

    exceptional learning needs, including those from culturally or linguistically diverse backgrounds.

    GC8S3 - Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with

    disabilities.

    Standard #9 Professional and Ethical Practice

    CC9S1 - Practice with the CEC Code of Ethics and other standards of the profession.

    CC9S2 - Uphold high standards of competence and integrity and exercise sound judgment in the practice of the

    profession.

    CC9S3 - Act ethically in advocating for appropriate services.

    CC9S4 - Conduct professional activities in compliance with applicable laws and policies.

    CC9S7 - Practice within ones skill limits and obtain assistance as needed.

    CC9S11 - Reflect on ones practice to improve instruction and guide professional growth.

    GC9S2 - Ethical responsibility to advocate for appropriate service for individuals with disabilities.

    Standard #10 Collaboration

    CC10K1 - Models and strategies of consultation and collaboration.

    CC10K2 - Roles of individuals with exceptional learning needs, families and school and community personnel in

    planning an individualized program.

    GC10S1 - Maintain confidential communication about individuals with exceptional learning needs.

    CC10S3 - Foster respectful and beneficial relationships between families and professionals.

    CC10S4 - Assist individuals with exceptional learning needs and their families in becoming active participants in

    the educational team.

    CC10S7- Use group problem solving skills to develop, implement and evaluate collaborative activities.

    PSU Conceptual Frameworks CHECK Standards:

    Commitment

    dedication, perseverance and individual and social responsibility

    responsibility of educators to take a thoughtful and critical stance toward themselves and their profession

    Holism

    affirming diversity and understanding the whole child within the family, community and cultural context Collaboration

    working with students, families and colleagues effectively toward shared goals, showing respect and openness toward diverse perspectives and confronting and resolving conflicts effectively and respectfully

    Knowledge

    teaching that engages all learners combines a knowledge of students and ones subject within cultural, social and institutional context.

    and the College of Graduate Studies Hallmarks:

    Learners are encouraged to be active agents in their graduate programs through dynamic collaboration with our

    diverse faculty of scholars and practitioners. The graduate programs foster inquiry and critical thinking through a

    commitment to the following Hallmarks:

    Leadership and advocacy

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    Scholarship and action/application

    Reflection and innovation

    Professionalism and service

    Global awareness and social responsibility

    Note: Plymouth State University is committed to providing students with documented disabilities equal access to all

    university programs and facilities. If you think you have a disability requiring accommodations, you should

    immediately contact the PASS Office in Lamson Library (535-2270) to determine whether you are eligible for such

    accommodations. Academic accommodations will only be considered for students who have registered with the

    PASS Office. If you have a Letter of Accommodation for this course from the PASS Office, please provide the

    instructor with that information privately so that you and the instructor can review those accommodations. The web

    address for PASS is: http://www.plymouth.edu/pass/serve.htm.

    The Writing Center in the Lamson Learning Commons is open every day except Saturday and staff are available

    to support students with the written requirements for this course. They will help with idea generation, rough

    drafts and editing. Drop in or call (535-2831) to make an appointment.

    Academic Integrity: All work submitted in this course must be ones own and produced exclusively for this course.

    The use of sources (ideas, quotations, and paraphrases) must be properly acknowledged and documented (APA

    format). If you use words from a source and they are taken word for word either as part of a sentence or a phrase you

    MUST use quotation marks around the section that is word from the source. The citation would contain the

    author, date, and page number (Berry, 2010, p. 6). Violations of university policy will be reported in accordance

    with the procedures outlined under Academic Policies and Procedures - Academic Integrity at

    http://www.plymouth.edu/registrar/academic_policies.html.

    Academic dishonesty, as defined by Plymouth State University, is an intentional act of deception in one of the

    following areas:

    Cheating use or attempted use of unauthorized materials, information, or study aids.

    Fabrication falsification or invention of any information.

    Assisting helping another commit an act of academic dishonesty.

    Tampering altering or interfering with evaluation instruments and documents.

    Plagiarism representing the works of ideas of another person as ones own. Any student suspected of academic dishonesty will be reported to the Chair of the HPER Department immediately.

    See the Academic Catalog for a full description of the procedures when a violation to academic integrity in a course

    is suspected.

    Performance-based Course Objectives: Participation: attendance, participation in class discussion, 10%

    thoughtful responses to others posts in online environment

    Due Dates For the Posts 7/7/2013 &7/14/2013

    Wrestling with Ethical and Legal Considerations: 20%

    -You will be asked to responded on line to two Ethical questions.

    -The response will be 150 words in length.

    -Post your refection to the forum for that topic.

    Respond to at least 2 others posts.

    Due Date 7/29/2013

    Reflections on ethical and legal considerations 30%

    working with families in special education using

    http://www.plymouth.edu/pass/serve.htmhttp://www.plymouth.edu/registrar/academic_policies.html

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    Case Studies

    Case Studies in Special Education: Wrestling with Ethical and Legal Considerations: Pick 2 case

    studies each week (one week free).

    Read any corresponding chapters with each topic.

    Write a 1 2 page reflection that answers all of the questions posed at the end of the Case

    Study.

    o If not directly stated in your discussion of the questions be sure your reflection includes:

    a summary of the law or legal issues involved, the issues and ethical considerations raised by the case study and a possible resolution strategy, or alternative course of action. Also be sure to reflect on how this case and your understanding of the

    issues will influence your practice in the education of students with

    disabilities.

    See Graduate Refection Writing Rubric for writing criteria DUE Date 7/22/2012

    Final Project Presentations 40%

    Students will choose an issue directly related to special education and the ethical considerations

    we have been discussing throughout the scope of this course.

    Students will research the topic, including information available to parents on the issue through local and state resource centers and websites.

    o E.g. http://www.parentinformationcenter.org/ o http://nichcy.org/schoolage/parental-rights

    Information, the students personal perspective on the issue and the rationale for that position, will be presented in a 15-20 min presentation.

    The focus of the presentation will be geared toward educating parents/families on the topic.

    The student will create a handout, pamphlet, or informational guide that parents could use as a resource will be required as part of the presentation.

    Final Presentation and Handout Criteria Comments Summarizes topic in a way that could be easily

    understood by parents

    Resources or additional sources of information are

    provided

    Presenter has confident delivery of information:

    shows evidence that the speaker has practiced the

    presentation and is knowledgeable about the subject

    Presentation is organized in a way that the listener

    can follow and relate to information being

    presented.

    Handout, pamphlet, or informational guide that

    parents could use as a resource is provided. Handout

    uses clear user-friendly language.

    Total:

    http://www.parentinformationcenter.org/

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    Class Topics and Readings

    Topics:

    7/1/2013 Esther & Lou

    Ethical Consideration Topic 1: What are our values and believes

    First half of Chapter 10 Working With Families

    Read Chapter 1 Overview of IDEA and NCLB Case Studies in Special Education Law

    7/7/2013

    Post on Line Due

    7/8/2013- Esther

    Ethical Consideration Topic 3: Provision of Services

    Read Chapters 3, 4, & 7 Working With Families

    Read: Chapter 8 Working with Families Creating IEPs

    7/10/2013 - Lou

    Ethical Consideration Topic 2: Ethics around Confidentiality

    Read Chapters 5 & 9 Working With Families

    7/14/2013

    Post...