Relevant bibliographies by topics / Special Education Ethical Practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Special Education Ethical Practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Special Education Ethical Practices"

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Trussell, Robert P., Helen Hammond, and Lawrence Ingalls. "Ethical Practices and Parental Participation in Rural Special Education." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 19–23. http://dx.doi.org/10.1177/8756870508027001-204.

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The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.
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Sileo, Nancy M., Thomas W. Sileo, and Thomas B. Pierce. "Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 43–54. http://dx.doi.org/10.1177/8756870508027001-208.

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Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values
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Rude, Harvey A., and Patti J. Whetstone. "Ethical Considerations for Special Educators in Rural America." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 10–18. http://dx.doi.org/10.1177/8756870508027001-203.

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The concern for ensuring an appropriate education for students with disabilities in rural schools and communities is predicated on balancing concerns for equity and excellence in the provision of special education and related services. The ethical behavior of educators is a driving force that ensures this balance. The study of ethics is concerned with the values that society deems appropriate and/or desirable. This paper examines expectations for ethical conduct through investigation of theoretical constructs, codes of ethics, and standards for professional practice. The unique ethical challenges faced by educators in rural schools and communities are explored from multiple perspectives. These challenges include the commitment to examine ethical issues in the following key components: (a) educational processes, (b) professional practices, (c) research, (d) professional development, (e) policy, and (f) leadership. A set of summary conclusions is offered along with considerations for future inquiry in this area. Ethical Considerations for Special Educators in Rural America
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Akcamete, Gonul, Nilay Kayhan, and A. Emel Sardohan Yildirim. "Scale of professional ethics for individuals working in the field of special education: validity and reliability study." Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 202–17. http://dx.doi.org/10.18844/cjes.v12i4.2902.

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Professional ethics includes the principles set forth by professional associations and accepted as correct by discussions over time, and which has become the sine qua non of a profession today. Professional ethics are established to increase the quality of professional practices and ensure correct and honest conduct. Not having professional ethical principles for the special education field negatively affects the quality of services. The purpose of this study was to develop a scale of principles in professional ethics for specialists and educators working in special education and to conduct its validity and reliability studies. For construct validity studies following Kaiser-Meyer Olkin test, factor analysis was performed. The analysis showed that ethical principles were gathered in two dimensions as ‘importance and compliance of colleagues’ and had a two-way Likert type. The findings showed that the scale is a valid and reliable tool that can be used in special education. Keywords: Special education, individuals working in special education, professional ethics, ethical principles
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Jean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (July 8, 2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.

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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.
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Berkeley, Terry R., and Barbara L. Ludlow. "Ethical Dilemmas in Rural Special Education: A Call for a Conversation about the Ethics of Practice." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 3–9. http://dx.doi.org/10.1177/8756870508027001-202.

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Education and human services by their very nature imply an ethical imperative (Kelman & Warwick, 1972; Becker, 2005) as these areas of endeavor represent work designed to alter the development and other characteristics of the children and their family members who are being served. The ethical imperative is an ideal based upon an assumption that we must both do good and do good well. In this article, we begin with several ethical dilemmas applicable to rural special education; these are dilemmas similar to those special educators must face but are idiosyncratic, in part, to rural locales. We follow these dilemmas by petitioning special educators to develop a language of ethics, and, perhaps, too, a commitment to social justice, since the legislative policy stimulating and requiring the development of such services has its foundation in social justice. Still, even in the presence of codes of ethical conduct developed to guide professional practice, we believe there is a higher calling, a need to move toward ideals in the work done by special educators. This calling must be absent any consideration of sanctions for not acting ethically that seem to be at the center of discussions of ethical codes—typically taking the form of this question: What happens if I do not adhere to the ethical code of conduct of my profession? For us, this petition for moving toward ideals in the work we do, and the development of a language of ethics, should be at the core of answering two essential queries throughout our professional careers: Why we do what we do? Why do we care?
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Miklyaeva, Anastasiya V., Elena K. Veselova, Galina V. Semenova, and Elena V. Bakhvalova. "Ethical Regulation as a Problem-Solving Resource Leading to Participant Interaction in the Educational Process in Terms of Integration and Inclusion." Integration of Education 23, no. 3 (September 30, 2019): 423–39. http://dx.doi.org/10.15507/1991-9468.096.023.201903.423-439.

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Introduction. The article is dedicated to analysing the possible ethical regulation of problems that arise during the interaction of participants in the educational process through integration and inclusion (based on the example of teaching children with disabilities and orphaned children in regular schools). The relevance of the article is in its discussion of the trend towards the spread of inclusive and integrative practices in modern Russian education. Materials and Methods. The study was aimed at investigating problems experienced in terms of inclusion and integration in the context of ethical principles of interaction in education. The study involved 391 respondents, all students of regular schools of St. Petersburg and the Leningrad Oblast, in which programs of inclusion and/or integration have been put into practice, as well as their parents and teachers. The problems arising in the interaction of subjects of education in the conditions of integration and inclusion were studied by sociometry (characteristics of the position of special children in the system of interpersonal relations with peers in a heterogeneous class), structured interviews (analysis of the teachers’ attitudes to work in heterogeneous classes) and questionnaires (analysis of the parents’ attitude to teaching their children in a heterogeneous class). Interpretation of the results was carried out by comparing the empirical data with the ethical principles fixed in the Model Code of Professional Ethics of Pedagogical Workers, as well as ethical codes adopted by representatives of related professions. Results. During processes of integration and inclusion, a hidden or obvious social exclusion is observed in every part of interaction during the educational process (“student-student”, “student-teacher”, “student-parent”, “parent-teacher”) and is specified by the following characteristics: discrimination and stigmatisation of children with special needs and their parents; exclusion of children with special needs to the fringes of the social system inside their class; intentional or unintentional information disclosure about the child’s health and/or his family status. The ethical principles that are most often violated in the interaction of participants in the educational process (the principle of respect, the principle of competence, the principle of confidentiality) are highlighted. A theoretical comparison of the items that reveal these ethical principles in the professional codes of doctors, social workers, educational psychologists and the Model Code of Professional Ethics of Pedagogical Workers showed that ethical regulation can become a useful resource for resolving moral conflicts that arise in pedagogical interaction. For this, it is necessary to indicate the principles of respect and competence regarding the conditions of an integrated and inclusive education, as well as to develop special content related to the principle of confidentiality. Discussion and Conclusion. The findings contribute to the development of pedagogical deontology and can be used to clarify ethical principles of interaction in ter ms of integration and inclusion in education.
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Smith, Valerie J. "Ethical and Effective Ethnographic Research Methods: A Case Study with Afghan Refugees in California." Journal of Empirical Research on Human Research Ethics 4, no. 3 (September 2009): 59–72. http://dx.doi.org/10.1525/jer.2009.4.3.59.

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Scholarly studies of refugees and other vulnerable populations carry special ethical concerns. In this invited case study of Afghan refugees in Fremont, California, I provide illustrations and recommendations of ethical research methods with refugees. I also compare and contrast some ethical issues in the U.S. with issues in Thailand. The qualitative, ethnographic methods I report here demonstrate how to conduct culturally sensitive investigations by ethically approaching gatekeepers and other community members to preserve autonomy, ensure confidentiality, build trust, and improve the accuracy of interpretations and results. Six groups at risk for being marginalized in multiple ways within refugee populations are described. Ten best practices are recommended for ethically acquiring an in-depth understanding of the refugees, their community, and appropriate research methods.
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Birkeland, Lise. "Ethics and the Special Education Assistant." Paideusis 17, no. 1 (October 21, 2020): 59–65. http://dx.doi.org/10.7202/1072468ar.

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The need for and responsibilities of Special Education Assistants (also known as Teacher Assistants, Teacher Aides, and Education Assistants) in British Columbia are increasing; yet time to consult, plan and receive direction is decreasing due to teachers’ burgeoning workloads and time constraints. Coupled with the fact that SEA’s often have more specific knowledge of the student’s label and educational interventions, these dynamics sometimes create a climate of misunderstanding and confusion of the roles and responsibilities of teachers and their assistants. At times, SEA’s feel unsupported and forced to take on responsibility without authority as they navigate through the ethics of what is the best inclusive practice for the student with special needs. By using an ethical approach to analyze an example of a) the Special Education Assistant’s working life and b) one extreme experience of that life, insight into the varied nature of this world is illuminated.
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DeMatthews, David E., and David S. Knight. "Denying Special Education to Students in Need: A Case of Accountability, Compliance, and Fear in a Texas Elementary School." Journal of Cases in Educational Leadership 22, no. 1 (January 30, 2019): 55–72. http://dx.doi.org/10.1177/1555458918786988.

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Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency’s district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low special education rates by her director supervisor and superintendent. The case explores special education law, top-down accountability, the intersectional identities of vulnerable students and families, and ethical decisions confronted by principals seeking to ensure all students are successful.
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Dissertations / Theses on the topic "Special Education Ethical Practices"

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Drummond, Derek Michael. "A critical examination of identification practices in special education." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10052007-143646/.

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Nyarambi, Arnold. "Ethical Issues in Behavioral Interventions: Practical Lessons From the Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8236.

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Chaney, Megan. "Teacher Dispositions in Special Education Training to Promote Persistence in the Field." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4606.

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A teacher's disposition is a valued factor in special education; however, preservice teacher training in California higher education institutions does not require a focus on dispositions. The purpose of this quantitative correlational study was to examine whether common dispositions were associated with retention among teachers with comparable experience and preparation in special education. The study was grounded in constructivist learning theories including experiential learning, transformational learning, reflective practice, communities of practice, and situated learning. Data collection included responses to the Teacher Dispositions Index survey from 28 teachers in the partner school district. Results of multiple regression analyses indicated that effective communication and commitment to ethical professional behavior were common dispositions among persistent special education teachers. This research study affirmed special education teacher dispositions are difficult to define and assess. Future research is recommended regarding the dispositions of effective communication, commitment to ethical professional behavior, and supplemental dispositions present in the teaching profession. The doctoral project included a professional development seminar to foster persistence among special education teachers. Results may be used to increase percentages of persistent teachers in special education programs.
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Sexton, Corrine M. "Successful special education practices." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2007. http://proquest.umi.com/pqdweb?did=1390300381&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Williams, Matthew C. "A Normative Ethical Analysis of School Discipline Practices." Thesis, University of Rochester, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561048.

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This is a normative ethical analysis of school discipline policies. The overarching objective of this work is to inform school practices that directly benefit students. Chapter one examines the current state and practices of student discipline within schools. It focuses upon the pervasive use of suspensions to deal with non-violent student offenses and the adverse consequences that result from the applications of suspensions. Chapter two analyses three theoretical frameworks as they inform the developmental of a threshold for the ethical application of punishment. Developmental liberalism informs the understanding of the role that schools have in exhausting educative measures before the use of force, Self-Determination theory provides the foundation for psychologically nurturing school environments as necessary for the curtailing of adverse student behaviors, and School Community theory acknowledges the essential aspects of curriculum in engaging students. Chapter three sets forth a model for making ethical decisions within schools, and provides an analysis of principles and educational aims that directly inform this process. Chapter four explores the "crime and punishment" phenomenon within school discipline and provides the theoretical rationale that is offered to support such arguments. The chapter concludes with a discussion of when, if ever, it is appropriate to suspend students from school. Chapter five examines existing approaches to student discipline that align with the requirements of the threshold for ethical application of discipline and a well-informed ethical decision making process.

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Ankrom, Sharon J. "Perceptions of ethical practices in youth livestock shows." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10519.

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Thesis (M.S.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 122 p. : col. ill. Vita. Includes abstract. Includes bibliographical references (p. 51-53).
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Asel, Crystal S. "Current Practices in Working With Special Education Paraeducators." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5421/.

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With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general education classroom and (b) determine how effective the supervised paraeducators perceive those practices to be. Current practices were revealed by answering the following questions: (1) According to special education teachers and paraeducators, what procedures and practices are being utilized to supervise paraeducators who work in the general education environment with students with EBD? (2) In what ways do teachers and paraeducators see these supervision practices as being effective? (3) What is the relationship between actual supervision practices and accepted best practices? There were 60 participants in all, 30 professional teachers and 30 paraeducators. All 60 participants completed a survey; of these 60, 5 teachers and 5 paraeducators were individually interviewed Findings from the study indicate that actual supervision practices of teachers do not represent the best practices found in the literature. The study found that each of the seven executive functions of supervision (orientation, planning, scheduling, delegating, training/coaching, monitoring/feedback, and managing the workplace) need additional attention from school districts in order to maximize paraeducator effectiveness.
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Floyd, Loury Ollison. "Supervising paraeducators: Practices and perceptions of special education teachers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154064.

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Duffy, Mary Louise. "A comparative study of special education and regular education teacher planning practices." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185958.

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This study examined the language, methods and behaviors employed by high school level special education teachers when planning for content area classes. While past research in the area of teacher cognitions have described these processes related to regular classroom teachers, no systematic investigation of special education teacher planning has been conducted to date. Previous research in the area of teacher planning has served to develop models of planning found at all levels of education. Drawing on past research, hypotheses about planning practices for secondary level content area special education teachers were tested. Use of a descriptive case study design allowed for an investigation of the language, methods, and behaviors used by special education teachers at the secondary level to plan for content area classes. Two special education teachers, one teaching social studies, and one teaching science, and two regular classroom teachers, one teaching social studies and one teaching science at the high school level participated in the study. The teachers completed background questionnaires, were interviewed to obtain their beliefs and practices in planning, were observed for one week while teaching, kept audio reflective journals, and were interviewed using a video stimulated recall procedure. Findings indicated that special education teachers and regular classroom teachers plan in similar ways. The language that these two groups of teachers used in talking about planning varied. The language differences were observed when teachers talked about individualization and about skills versus content focus in their teaching. The definitional differences could hinder effective collaboration between these professionals. These findings impact teacher preparation in special education, as well as ongoing staff development for inservice teachers. The combination of methods used to develop the descriptive case studies provide more validity for subsequent qualitative research in this area. Lastly, this study adds to the literature base describing secondary level teacher planning and also represents an initial study in the area of special education teacher planning.
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Kemman, Heath R. "Ethical School Leadership| The Conceptions and Practices Secondary Principals Use to Maintain Ethical Context and Relationships in Their Schools." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810380.

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Contemporary educational theory and practice emphasizes interpersonal teacher–student relationships as a means of enhancing academic performance, promoting social development, and improving class management. Unfortunately, related policy, training, and professional standards have lagged. Into this void steps the principal, who as school leader falls the responsibility of guiding staff.

Twelve (12) principals from public secondary schools (grades 6–12) in central and coastal Virginia were interviewed, to gather their descriptions of how they perceived appropriate ethical teacher–student relationships, and their practice in promoting and maintaining them in their schools. A qualitative methodology grounded in social constructivism was employed, which included inductive coding of the transcripts, and content analysis to categorize results. Principals’ practice was then compared with theoretical approaches from literature, which included care theory (Noddings, 1984), professional development and practice theory (Shapiro and Stefkovich, 2016), and standards based professionalism (Barrett et al., 2012; Barrett et al., 2006).

The results indicated that principals envisioned positive teacher–student relationships as a critical enabler for class management and improved instructional outcomes. Foundations for the relationship were the teacher’s caring and professional behavior, and placing a genuine priority on acting in the best interest of students. The boundaries for the relationship were behaviors that detracted from, or undermined that foundation, and potentially traumatized or harmed students. Principals described the development of friendship and personally intimate relationships between teachers and students as the gateway to potential ethical relationship boundary issues, and sought to reduce opportunities for this to occur. The key factors in principal practice for promoting and maintaining ethical teacher–student relationships were described in terms of modeling expected behaviors, training staff, promoting a positive school culture and climate, and monitoring behaviors. Leadership and the ability of the principal to cope with peripheral influences on the school were also recognized as important factors. Three models from literature attempted to enhance understanding of how principals promote and maintain ethical and productive teacher–student relationships. Principals described using elements from all of these approaches, attempting to promote and develop positive attributes and skills in their staff, while at the same time monitoring and supervising their behaviors in relation to standards.

Research findings implied that ethical teacher-student relationships and associated boundaries are clearly defined conceptually, vaguely defined in policy, and ambiguously defined in practice. The absence and vagueness of policy and standards places an onus on the principal to develop teacher attributes and skills, and for teachers to be able to act semi-independently as professionals. All as principals, teachers, and schools are under intensified public scrutiny, in the age of social media and electronic communications. Principals confronted the issue by drawing on their character, experience, skills, and leadership, which they tempered to meet the context and challenges of their respective schools. Student safety and trauma (physical and psychological) surfaced as growing concerns for school leadership, and something that needed to be factored more prominently into decision making.

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Books on the topic "Special Education Ethical Practices"

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M, Bauer Anne, ed. Meeting the needs of special students: Legal, ethical, and practical ramifications. Newbury Park, CA: Corwin Press, 1992.

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Research-based practices in special education. Boston: Pearson, 2013.

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Cook, Bryan G., and Melody Tankersley. Research-based practices in special education. Boston: Pearson, 2013.

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Marozas, Donald S. Issues and practices in special education. Edited by May Deborah C, Greco Victor, and Leonard Kimberly. New York: Longman, 1988.

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Robert, Wandberg, ed. Powerful practices for high-performing special educators. Thousand Oaks, Calif: Corwin Press, 2010.

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International practices in special education: Debates and challenges. Washington, DC: Gallaudet University Press, 2011.

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McAnally, Patricia L. Reading practices with deaf learners. 2nd ed. Austin, Tex: PRO-ED, Inc., 2007.

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1943-, Rose Susan, and Quigley Stephen P. 1927-, eds. Reading practices with deaf learners. Austin, Tex: Pro-Ed, 1999.

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Anderson, Rebecca J. Policy and practices in early childhood special education. [Reston, Va.]: Council for Exceptional Children, 1992.

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McGregor, Gail. Inclusive schooling practices: Pedagogical and research foundations : a synthesis of the literature that informs best practices about inclusive schooling. [S.l.]: University of Montana, 1998.

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Book chapters on the topic "Special Education Ethical Practices"

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Valle, Jan W. "Special Education as Ethical Practice." In What Mothers Say about Special Education, 199–223. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619739_7.

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Löfdahl Hultman, Annica, and Sue Cherrington. "Ethical Practices in Early Childhood Education." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_103-1.

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Snyder, Patricia A., Crystal C. Bishop, and Tara W. McLaughlin. "Frameworks for Guiding Program Focus and Practices in Early Intervention." In Handbook of Special Education, 865–81. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-67.

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Kroeger, Stephen D., and William C. Hunter. "Preparing teachers to use culturally responsive practices." In Redesigning special education teacher preparation, 17–40. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315518459-3.

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Dovigo, Fabio, and Vincenza Rocco. "Building Evaluation Capacity in Science Education to Spread Sustainable and Inclusive Education." In Special Educational Needs and Inclusive Practices, 163–90. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_9.

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Han, Ye, and Xuesong Andy Gao. "Engaging with ethical research practices in China." In Research Ethics in Second Language Education, 140–52. London ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-10.

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Bruder, Mary Beth. "Personnel Development Practices in Early Childhood Intervention." In Handbook of Early Childhood Special Education, 289–333. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_16.

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Dunst, Carl J., and Marilyn Espe-Sherwindt. "Family-Centered Practices in Early Childhood Intervention." In Handbook of Early Childhood Special Education, 37–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_3.

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Dovigo, Fabio. "Linking Theory to Practice in Inclusive Education." In Special Educational Needs and Inclusive Practices, 33–62. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_3.

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Favella, Clara Diletta. "Creative Art-Based Projects in Inclusive Education." In Special Educational Needs and Inclusive Practices, 143–61. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_8.

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Conference papers on the topic "Special Education Ethical Practices"

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Marusynets, Mariana, Dmytro Korchevskyi, and Vitalii Lapinskyi. "Social Aspects of Information System and Computer Technology Professionals’ Practice-oriented Training." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/17.

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The article describes the social and pedagogical aspects of training a computer specialist in the modern information space. The features of the virtual environment of activity are considered, attention is paid to the social directions of professional training of a computer specialist, in particular, ethical responsibility. Attention is focused on the nature and types of social consequences and spiritual and cultural changes generated by the informatization of society, determined by the social conditions in which the informatization process takes place, and the problem itself is due to the relationship between the man, computer, and society. The advantages and risks of training professionals in the given specialty are indicated and the main possible approaches are substantiated. It is shown that with the emergence of a new type of information life, which is considered as a general humanitarian philosophical problem, it is necessary to humanize professional education. The problems of the theoretical analysis and determination of the ontological status of virtual reality, the phenomenon of human computer dependence are described. It is indicated that a special responsibility lies with computer specialists, whose professional training should include not only the assimilation of educational material to ensure successful professional activity in the future, but it must take into account the social needs of society.
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French, Carmel. "Poster Session 1: Special Education | Parents’ Perceptions of Inclusive Education Practices." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0061.

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Tucker, Jessica, Alice Pawley, Donna Riley, and George Catalano. "Special session - new engineering stories: How feminist thinking can impact engineering ethics and practice." In 2008 IEEE Frontiers in Education Conference. IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720646.

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Arita, Sri, Riyadi Aprayuda, Defriko Gusma Putra, and Rita Syofyan. "Earnings Management Practices From Perspective a Law and Ethical Views." In Sixth Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210616.046.

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Revelo, Renata A., Joel Alejandro Mejia, and Marlon Mitchell. "Special session: Culturally responsive practices in K-16 engineering education." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757596.

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Andersen, Mette Fredslund, and Christine Enø Helmudt. "Session 2: Curriculum, Research and Development | An Action Research Programme for Developing Inclusive Practices in Science Classrooms." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0014.

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Jaycox, Holly, Justin L. Hess, Carla B. Zoltowski, and Andrew O. Brightman. "Developing novel practices of somatic learning to enhance empathie perspective-taking for ethical reasoning and engineering design." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044278.

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von Grunigen, Dirk, Fernando Benites de Azevedo e Souza, Beatrice Pradarelli, Amani Magid, and Mark Cieliebak. "Best practices in e-assessments with a special focus on cheating prevention." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363325.

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Furnon, Dorothée, and Françoise Poyet. "Poster Session 2: Inclusive Education | Observation of the effects of the use of telepresence robot on teaching practices and learning." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0066.

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Rakap, Salih, and Sinan Kalkan. "PERSPECTIVES OF TURKISH STAKEHOLDERS ABOUT RECOMMENDED PRACTICES IN EARLY CHILDHOOD SPECIAL EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0501.

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Reports on the topic "Special Education Ethical Practices"

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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, March 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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