To see the other types of publications on this topic, follow the link: Special Education Ethical Practices.
Journal articles on the topic 'Special Education Ethical Practices'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Special Education Ethical Practices.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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
3
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.
Full textAbstract:
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
4
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.
Full textAbstract:
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
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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?
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
Birkeland, Lise. "Ethics and the Special Education Assistant." Paideusis 17, no. 1 (October 21, 2020): 59–65. http://dx.doi.org/10.7202/1072468ar.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Green, Ambra L., Daniel R. Cohen, and Melissa Stormont. "Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities." Intervention in School and Clinic 54, no. 4 (July 2, 2018): 241–45. http://dx.doi.org/10.1177/1053451218782437.
Full textAbstract:
Historically, schools across the nation have struggled to address significant racial or ethnic disproportionality, including overrepresentation in exclusionary discipline practices, special education identification, and restrictive educational placements. The federal government has mandated that local education agencies monitor and address disproportionality but has provided little guidance on how to begin. This current topics column discusses this moral and ethical issue and provides ways schools can begin to address or prevent disproportionality in disciplinary practices.
12
Helton, George, and Barbara Ray. "Administrative Pressures to Practice Unethically: Research and Suggested Strategies." Ethical Human Psychology and Psychiatry 11, no. 2 (August 2009): 112–19. http://dx.doi.org/10.1891/1559-4343.11.2.112.
Full textAbstract:
Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists’ and special education teachers’ predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents’ ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners’ abilities to understand and cope successfully with administrative pressures to practice unethically.
13
McGill, Ryan J., Thomas J. Ward, and Gary L. Canivez. "On the validation of ability measures in school psychology: Do established psychometric standards matter?" School Psychology International 42, no. 2 (January 10, 2021): 210–16. http://dx.doi.org/10.1177/0143034320985209.
Full textAbstract:
In this rejoinder, we address Kettler’s comments regarding our article for this special section regarding the validation practices employed with recently translated and adapted versions of the Wechsler Intelligence Scale for Children (WISC), which are used by school and educational psychologists in clinical practice around the world. Whereas we seek to briefly clarify points of minor contention, there is much that we agree on from the commentary. We reiterate the need to take seriously established psychometric standards in our discipline when validating commercial ability measures for the benefit of our ethical charges.
14
Jope, Gilmour. "Becoming ethically responsive in initial teacher education." Research in Education 100, no. 1 (March 19, 2018): 65–82. http://dx.doi.org/10.1177/0034523718762149.
Full textAbstract:
Upon beginning their school-based teaching practica, teacher candidates enter a realm of practice that is at once uncertain, vulnerable, and particular, and where good educational practice centers on teacher's ability to see and to judge and to act ethically with others in concrete situations and ways. An important question for teacher education is: how do teacher candidates begin to acquire this capacity? This article draws on Martha Nussbaum's Aristotelian-inspired concept of “discernment” to explore how people begin to grasp phronesis or practical wisdom in teaching by becoming more responsive to the ethical character of classroom particulars while on practicum in ITE. The discussion is grounded in a teacher candidate's comments while on practicum at a Canadian elementary school to illustrate how becoming an ethical teacher is bound up in becoming perceptive, in opening oneself to the value and special wonder of the particular, in feeling the appropriate emotions about what one chooses, and by engaging in a play of thought about classroom particulars and educational universals.
15
Heydon, Rachel M. "The theory and practice of pedagogical ethics: features for an ethical praxis in/out of special education." Journal of Curriculum Studies 37, no. 4 (July 2005): 381–94. http://dx.doi.org/10.1080/0022027042000325155.
Full text
16
Amlie, Thomas T. "Do As We Say, Not As We Do: Teaching Ethics In The Modern College Classroom." American Journal of Business Education (AJBE) 3, no. 12 (December 1, 2010): 95–104. http://dx.doi.org/10.19030/ajbe.v3i12.969.
Full textAbstract:
In the past decade, there has been an increasing level of distress over the perceived lack of ethics exhibited by members of the accounting profession. This distress has resulted in a call for a greater emphasis on ethics coverage as part of a college-level accounting education. However, one could argue that the various organizations that are leading these calls, and the academic institutions which are charged with implementing this enhanced ethical education, often suffer from ethical failings of their own. The purpose of this paper is to examine the degree to which these organizations “practice what they preach.” Recent history is rife with examples of ethical shortcomings on the part of accounting professionals; Enron, Worldcom, and Tyco come to mind as examples which have received extensive media coverage. The resultant public concern over ethics in accounting has led several governmental and professional bodies to mandate or promote codes of ethical conduct. The Congress of the United States, the Securities and Exchange Commission, the American Institute of Certified Public Accountants, and other bodies have all made public pronouncements which explicitly insist upon the importance of ethical behavior. Similarly, many education-related organizations (i.e., universities and accrediting bodies) have taken the position that education in ethics is an essential part of any college-level education. Finally, although the Financial Accounting Standards Board (FASB), which formulates generally accepted accounting practices for commercial firms in the United States, has not made an explicit statement regarding the importance of ethics, the standards which they promulgate are the measure of what is and is not adequate financial disclosure. Since a failure to follow generally accepted accounting principles is usually thought of as misleading and hence, an ethical violation, it could be argued that the FASB is, in fact, charged with “codifying” ethical behavior as far as financial disclosure is concerned. All of the organizations mentioned above can be criticized, to some extent, for ethical failings of their own. Political bodies, such as the Congress and the Securities and Exchange Commission, can often be accused of bowing to special interests and entities which enforce codes of ethics (whether the AICPA in accounting or the American Bar Association in the legal profession or the AMA in the medical profession) are often justly accused of turning a blind eye to all but the most egregious behavior of their members. The FASB, while ostensibly independent, is also subject to pressures in its standard setting process. Finally, the educational establishment has exhibited ethical shortcomings of its own. These problems run from well-publicized institution-wide problems in discrimination and college athletics down to the individual class and faculty member who engages in less-than-ethical behaviors. The paper will examine the recent ethical failings in business and the resultant calls for greater ethical behavior on the part of the accounting profession. A brief summary of some of the literature related to ethical education and development will then be presented. After this, the behaviors of the various regulatory, standard setting and educational institutions will be examined to determine the extent to which their individual behaviors coincide with their stated positions on ethical behavior and the degree to which these behaviors match the standards that we are encouraged to teach to our students.
17
Butterwick, Shauna, George Head, Joanna Madalinska-Michalak, Milosh Raykov, Alison Taylor, Robin Taylor-Neu, and Pavel Zgaga. "Introduction: Ethical issues in educational research." European Educational Research Journal 19, no. 1 (January 2020): 3–9. http://dx.doi.org/10.1177/1474904119896506.
Full textAbstract:
This special issue of the European Educational Research Journal (EERJ) addresses the issues surrounding current concerns regarding the ethical conduct of research in education. The impetus for ethical regulation of educational research has come from our institutions; therefore, by its very nature it is bureaucratic and often perceived by researchers as obstructive and even unethical. The papers herein tackle these problematic matters by interrogating the difficult questions surrounding ethical processes and charting academics’ experiences of and reactions to them. The issue argues that academics need to take possession of this debate through practice so that it becomes an aid to research, enhancing the conduct of research and the dignity, privacy and humanity of researchers and their participants.
18
Zheder, Daniela. "THE ROLE OF ETHICAL AND DEONTOLOGICAL SKILLS IN THE PROCESS OF TRAINING SPECIALISTS IN THE FIELD OF EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 49–58. http://dx.doi.org/10.33989/2226-4051.2016.14.171581.
Full textAbstract:
The priority of modern society, quality of education primarily involves training instructors, specialists in the field, who have the key competencies of a general nature (knowledge of foreign languages, the usage of information and communication technologies (ICTs), etc.), as well as scientific and methodical, educational, administrative competencies, etc. We believe that formation and development of skills of professional ethics is a necessity in teachers training considering that education, bearing the mark of a good, positive development, can be analyzed also in terms of ethical and deontological errors, which affect realization of its goals. The article analyzes some aspects of school practice which require teacher training in this field and emphasize the importance of ethical and deontological skills in effective educational activities: didactogenius spontaneous teacher’s error or, ethical and unethical aspects of didactic discourse, errors in the evaluation process, etc. Educational programs of training specialists in the field of education have to pay special attention to ethical and deontological components to make teachers aware of the importance of their own behavior in the personal students’ formation.
19
Yearwood, Charla, Rosemary A. Barbera, Amy K. Fisher, and Carol Hostetter. "Dismantling White Supremacy in Social Work Education." Advances in Social Work 21, no. 2/3 (September 23, 2021): i—vii. http://dx.doi.org/10.18060/25652.
Full textAbstract:
We are excited to share this special edition of Advances in Social Work with you. When we distributed a call for abstracts, we were inundated – in a good way – with proposals. The need for social workers to discuss the role that white supremacy occupies within our history, education, and practice was obvious. Because of the number of abstracts received, we made the decision to publish a double edition so that the important information contained in these articles can be widely shared. The submissions fell into three general themes--historical, instructional, and institutional examinations. Each set of articles offers much for us to reflect and act upon moving forward. There is a reckoning happening and we are thrilled that this special edition is part of that reckoning. In all, we hope that this special issue will help advance our conversations in social work education around white supremacy and how it influences our practice, research, and education. Recognizing that our Code of Ethics calls us to “pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups”, we believe it is important for social work as a profession to consistently evaluate its own institutions for ways we can practice what we preach. As social work educators, we have the ethical and moral responsibility to learn, grow, and challenge ourselves. We can do better. We must do better.
20
Haynes, Joanna, and Karin Murris. "right under our noses: the postponement of children's political equality and the NOW." childhood & philosophy 17 (February 27, 2021): 01–21. http://dx.doi.org/10.12957/childphilo.2021.55060.
Full textAbstract:
Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works against child, in terms of political agency. This paper theorises practices of facilitation grounded in philosophies of childhood that assume listening to child/ren as equals, as already able to philosophise, and against sameness. We explore the political and ethical implications of the radical posthumanist reconfiguration of the ‘zipped’ body in the light of including the disciplinary, imaginative and enabling energies of chronological time through the concept now/ness. We shift from ethics to ethos, and from ‘zipped’ to ‘unzipped’ bodies, through the notion of affect to explore the temporal and spatial dimensions of facilitation in Philosophy with Children and children’s political agency. We re-turn to David McKee’s Not Now Bernard (1980), getting ‘inside the text’, and attending to the postponement of equality in Philosophy with Children.
21
Rogošić, Andrijana. "Ethical Issues in Accounting in Prosperity and a Financial Crisis." Zeszyty Teoretyczne Rachunkowości 109, no. 165 (October 29, 2020): 215–18. http://dx.doi.org/10.5604/01.3001.0014.4784.
Full textAbstract:
Current and past economic and financial crises have changed the behaviour of busi-ness leaders, managers, and investors, as well as accounting professionals (financial accountants, bookkeepers, management accountants, auditors). The fear of further financial crises has forced accounting reforms, the revision of auditing standards, and a restructuring of corporate governance systems in many countries to provide a relia-ble framework for companies’ activities and performance. The International Federa-tion of Accountants (IFAC) board founded the International Ethics Standard Board for Accountants (IESBA), which issued the Code of Ethics for Professional Account-ants (IFAC Code) as a set of globally accepted guidelines for ethical conduct. The first version was published in 1990, and it was recommended (but not mandatory) for IFAC members to adopt. Establishing a unified code of ethics was one of the major achievements of IFAC that provided solid guidelines for accounting professionals across the world. Prior research indicates that the IFAC Code has been moderately successful in the attempt to harmonise ethics standards for professional accountants worldwide. As globalisation continues to affect business culture and technology, and, consequently, the focus of business, the accounting profession must keep pace and reassess its role in the world economy, but also in society. This is especially important during economic and financial crises, when the classic entrepreneurial model is not sustainable. Not only can a code of ethics can provide a framework for appropriate employee behaviour and establish a better corporate culture, it can also improve lead-ership, help organisations to comply with government guidelines, and enable organisa-tions to be more socially responsible. Many ethical issues could be explored in the con-text of Corporate Social Responsibility (CSR), not only in times of crisis. The high-profile ethical failures of professional accountants in recent decades taught us the importance of ethics education. A professional accountant’s responsibility is not exclusively to satisfy the needs of an individual client or employing organization. All accountants should act in the public interest by complying with fundamental ethical principles (integrity, objectivity, professional competence and due care, confidentiality, and professional behaviour) since these principles establish the standard of expected behaviour. Therefore, accounting ethics should be promoted much more in education and in practice. Accounting and business educators have a special responsibility to ex-amine and teach ethics in the broader context of globalisation. Regulations and volun-tary standards aim at minimizing fraud and manipulation of business information, but ethical behaviour is the key to achieving an honest business environment and sustaina-ble growth. The articles submitted for the special edition will be aimed at clarifying knowledge about ethics from the perspective of the accounting profession. Suggested topics Taking the above into consideration, it is of great importance to obtain answers to the following questions: 1. What are the cross-cultural influences of accounting-related ethical dilemmas? 2. How can accounting ethics affect capital markets? 3. What are the practical barriers for accountants that make ethical behaviour in times of crisis more difficult? 4. What affects the adoption and implementation of the IFAC Code? 5. What is the role of auditors in promoting a higher level of ethical behaviour? 6. Why is accounting education so important in the development of ethics awareness in business and accounting practice? 7. What are the approaches in accounting ethics education? 8. What can be done to improve the quality of accounting ethics education? 9. What measures should be used to enhance accounting ethics? 10. How do accountants deal with the situations and circumstances that might create threats to their compliance with the fundamental principles and can their behaviour be compromised? 11. Which are the safeguards that accountants apply as a way of addressing the threats? 12. What is the role of the codes of ethics for management accountants developed by IMA and CIMA in resolving ethical dilemmas in the area of management accounting? Articles (ca. 40,000 characters) may present the results of research conducted using different methods, e.g., theoretical approaches or empirical approaches (surveys, case studies). We want to underline that the articles should pertain to the theme of the special issue of ZTR and should not have been published earlier in hard copy nor electronic version, whether in magazines, books, or conference materials. The deadline for submitting papers is 31st March 2021. The deadline for the publication of ZTR is 31st October 2021. Each manuscript should be prepared in accordance with the guidance given in the sec-tion “Instructions for authors” of our website: http://ztr.skwp.pl/resources/html/cms/FORAUTHORS. Articles should be submitted through the online ICI Publishers Panel: http://ztr.skwp.pl/resources/html/cms/DEPOSITSMANUSCRIPT When submitting an article, please enter that your article is for Special Issue 2021 with Guest Editor in the additional comment in the Publishers Panel Index Copernicus system. Coordinator of the Special Issue of ZTR with Guest Editor: dr hab. Halina Waniak- -Michalak (ztr@skwp.pl)
22
Takala, Marjatta, Marie Nordmark, and Karin Allard. "University Curriculum in Special Teacher Education in Finland and Sweden." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (May 28, 2019): 20–36. http://dx.doi.org/10.7577/njcie.2659.
Full textAbstract:
The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.
23
Clèries, Laura, and Andrew Morrison. "Design Futures Now: Literacies & Making." Temes de Disseny, no. 36 (October 1, 2020): 8–15. http://dx.doi.org/10.46467/tdd36.2020.8-15.
Full textAbstract:
This issue of Temes de Disseny addresses a mix of topics concerning how design literacies and design making may be understood as ‘future facing’. By doing so, we convey the ways and means design practice and design education may be positioned and activated to work prospectively and be ahead of current concerns with environmental, social and ethical challenges. Doing so also means tackling tough, complex and often unknown problems and offering potential and imaginary responses. Accordingly, tools and techniques originating in futures studies intertwine with design practices offering exploratory, methodological and anticipatory work on how we might shape our futures through design together. Literacies as design futures making and making futures literacies by design are therefore featured in this special issue of the journal.
24
Abbas, Zainab, Hashemiah Almusawi, and Nouf Alenezi. "The Self-Perceived Knowledge of Special Education Administrators in Kuwait." International Education Studies 12, no. 5 (April 29, 2019): 78. http://dx.doi.org/10.5539/ies.v12n5p78.
Full textAbstract:
Administrators of special education identify and provide essential services for students with disabilities. No research has been conducted on the perceptions of Kuwait’s special education administrators regarding their knowledge in key special education standard areas. This study examined those perceptions and the extent to which they are influenced by administrators’ experience, qualification level, school district, or educational setting. Quantitative data were collected by surveying 62 special education administrators and were analyzed using descriptive statistics, a one-way ANOVA, and Spearman’s rank-order correlations. The results indicated that the participants consider themselves most knowledgeable in two areas (1) collaboration and (2) leadership and policy—but less knowledgeable in the areas of research and inquiry, individual and program evaluation, and professional development and ethical practice. A significant relationship was found between self-assessment ratings and the educational setting where the administrator was working. Recommendations are made with the aim of enhancing the knowledge and development of special education administrators. The limitations of the study and further research possibilities are also discussed.
25
Gentry, Roberta. "The Content of Beginning Special Educators' Conversations with Their Electronic Mentors." Journal of International Special Needs Education 19, no. 1 (April 1, 2016): 34–45. http://dx.doi.org/10.9782/jisne-d-15-00030.1.
Full textAbstract:
Abstract This exploratory study examined the frequency and content of text-based interactions between special education mentors (n=22) and mentees (n=50) within the Electronic Mentoring for Student Success Program (eMSS). Perceived outcomes of participants, based on an open ended survey question, were also analyzed. The Interstate Teacher Assessment and Support Continuum (InTASC) Model Core Standards (2011) were used to qualitatively code the conversations between novice teachers and their mentors. Support for all standards was found with learning environments (n=850), professional learning and ethical practices (n=878), and leadership and collaboration (n=906) being the most common topics of discussion. However, several standards (i.e. assessment and content knowledge) were difficult to code because demonstration is required which cannot be observed in an asynchronous site. Frequency of interactions revealed a surprising result that mentors posted (n=675) twice as often as mentees (n=322). Mentees reported perceived outcomes in three main areas: collaboration, pedagogical knowledge, and emotional support.
26
Rogošić, Andrijana. "Call for papers for the special issue of Zeszyty Teoretyczne Rachunkowości in 2021 entitled Ethical Issues in Accounting in Prosperity and a Financial Crisis." Zeszyty Teoretyczne Rachunkowości 107, no. 163 (July 9, 2020): 183–86. http://dx.doi.org/10.5604/01.3001.0014.2470.
Full textAbstract:
Current and past economic and financial crises have changed the behaviour of busi-ness leaders, managers, and investors, as well as accounting professionals (financial accountants, bookkeepers, management accountants, auditors). The fear of further financial crises has forced accounting reforms, the revision of auditing standards, and a restructuring of corporate governance systems in many countries to provide a relia-ble framework for companies’ activities and performance. The International Federa-tion of Accountants (IFAC) board founded the International Ethics Standard Board for Accountants (IESBA), which issued the Code of Ethics for Professional Account-ants (IFAC Code) as a set of globally accepted guidelines for ethical conduct. The first version was published in 1990, and it was recommended (but not mandatory) for IFAC members to adopt. Establishing a unified code of ethics was one of the major achievements of IFAC that provided solid guidelines for accounting professionals across the world. Prior research indicates that the IFAC Code has been moderately successful in the attempt to harmonise ethics standards for professional accountants worldwide. As globalisation continues to affect business culture and technology, and, consequently, the focus of business, the accounting profession must keep pace and reassess its role in the world economy, but also in society. This is especially important during economic and financial crises, when the classic entrepreneurial model is not sustainable. Not only can a code of ethics can provide a framework for appropriate employee behaviour and establish a better corporate culture, it can also improve lead-ership, help organisations to comply with government guidelines, and enable organisa-tions to be more socially responsible. Many ethical issues could be explored in the con-text of Corporate Social Responsibility (CSR), not only in times of crisis. The high-profile ethical failures of professional accountants in recent decades taught us the importance of ethics education. A professional accountant’s responsibility is not exclusively to satisfy the needs of an individual client or employing organization. All accountants should act in the public interest by complying with fundamental ethical principles (integrity, objectivity, professional competence and due care, confidentiality, and professional behaviour) since these principles establish the standard of expected behaviour. Therefore, accounting ethics should be promoted much more in education and in practice. Accounting and business educators have a special responsibility to ex-amine and teach ethics in the broader context of globalisation. Regulations and volun-tary standards aim at minimizing fraud and manipulation of business information, but ethical behaviour is the key to achieving an honest business environment and sustaina-ble growth.
27
Biris, Carmen, Eugen Bud, Alina Ormenian, Ana Petra Lazar, Diana Pop, Lia Maria Yero Eremie, and Luminita Lazar. "Ethical Considerations In Dental Care For People With Developmental Disabilities." Acta Medica Marisiensis 62, no. 2 (June 1, 2016): 276–79. http://dx.doi.org/10.1515/amma-2016-0010.
Full textAbstract:
AbstractDevelopmental disabilities exist in children and adolescents, enabling them to live an independent and self-governing life, requiring special health related services. We are intended to inform dental professionals in planning and implementing a dental treatment for people with developmental disabilities. Cerebral palsy is defined as being a group of motor abnormalities and functional impairments that affect muscle coordination, and characterized by uncontrolled body movements, intellectual disabilities, balance-related abnormalities or seizure disorders. These patients can be successfully treated in normal dental practices, but because they have problems with movements, care must be tailored accordingly. Down syndrome, a very common genetic disorder, is usually associated with different physical and medical problems, intellectual disabilities, and a developmental delay. These patients can be treated with success in dental offices, this way making a difference in the medical care for people with special needs. Autism is a neurodevelopmental disorder characterized by impaired social interaction, verbal and non-verbal communication and by restricted and repetitive behavior. Self-injurious behavior, obsessive routines and unpredictable body movements can influence dental care. Because of the coexisting conditions (epilepsy or intellectual disability), one can find this people among the most challenging to treat. There is a need of greater awareness, focus and education in the field of the unique and complex oral health care that people with disabilities need. Making a difference their oral health positively influences an already challenged existence. According to the ethical principles, patients with developmental disabilities should be treated equitably depending on their necessities.
28
Podschuweit, Nicole. "How ethical challenges of covert observations can be met in practice." Research Ethics 17, no. 3 (April 10, 2021): 309–27. http://dx.doi.org/10.1177/17470161211008218.
Full textAbstract:
This paper aims to bring into the ethical debate on covert research two aspects that are neglected to date: the perspective of the research subjects and the special responsibility of investigators towards their observers. Both aspects are falling behind, especially in quantitative social research. From a methodological point of view, quantitative forms of covert observation involve a great distance between the researcher and the research subjects. When human observers are involved, the focus is usually on the reliable application of the measuring instrument. Therefore, herein, a quantitative study is used as an example to show how the protection needs of both the observed persons and the observers can be met in practice. The study involved 40 student observers who covertly captured everyday conversations in real-world settings (e.g. in cafés or trains) by a highly standardised observation scheme. The study suggests that the anonymity of the research subjects and their trust in the observers are crucial for their subsequent consent. However, many participants showed only little or even no interest in the written information they were provided. Further, this study strongly emphasises how mentally stressful covert observations are to the observers. Almost all observers were worried in advance that the people they were observing would prematurely blow their cover and confront them. Role-playing and in-depth discussions in teams are good strategies to alleviate such and other fears and to prepare student assistants well for their demanding work in the field.
29
Dukewich, Kristie R., and Suzanne C. Wood. "“Can I have a grade bump?” The Contextual Variables and Ethical Ideologies that Inform Everyday Dilemmas in Teaching." Collected Essays on Learning and Teaching 9 (June 20, 2016): 97. http://dx.doi.org/10.22329/celt.v9i0.4451.
Full textAbstract:
Educators are regularly confronted with moral dilemmas for which there are no easy solutions. Increasing course sizes and program enrolments, coupled with a new consumerist attitude towards education, have only further exacerbated the quantity and quality of students’ requests for special academic consideration (Macfarlane, 2004). Extensions, late submissions, and grade bumps—once rare—are now commonplace. However, there is very little in the pedagogical literature that addresses these everyday dilemmas. In a culture of transparency, unspoken policies that address these requests are the form of learner consideration that is the least transparent to students and educators alike. Here we explore some of the variables that contribute to the complexity of these dilemmas, and the ethical ideologies that can inform their resolution. Our goal is not to provide best practices, but rather to facilitate reflection about how individuals make these decisions. The idiosyncratic nature of these decisions can be framed as a reflection of different ethical ideologies, and we describe one approach to framing individual ethical ideologies from the business literature. Finally, we consider whether faculty should be making these decisions at all, using the centralization of academic integrity (cf. Neufeld & Dianda, 2007) as a model, and explore its parallels with issues around ethical dilemmas in teaching.
30
Tretyakova, Elena, and Olga Kotomina. "Sustainable Universities as an Essential Element of Education for Sustainable Development." E3S Web of Conferences 208 (2020): 09030. http://dx.doi.org/10.1051/e3sconf/202020809030.
Full textAbstract:
The concept of sustainable development (SD) is aimed at preserving life on Earth and ensuring a decent level of life for the present and future generations. It is based on the values of conservation of natural resources, responsible consumption and ethical business practices, and confronts modern global challenges. The transition to SD implies a revision of existing values in the economics, ecology and social life of society. In this regard, education plays the most important role because it is responsible for the formation of the attitudes of the younger generation, and progress in the transformation of formal and informal institutional frameworks.In order to realize these processes, The UN has developed the global program “Education for Sustainable Development (ESD)” and formulated one of the specialized goals in the system of seventeen sustainable development goals approved by the UN for 2016-2030. Higher education plays a special role there, since it not only creates and disseminates knowledge about SD, but also influences the process of making future decisions by managers of various levels. In this context, the concept of “sustainable university” is becoming highly relevant and the experience of its practical implementation is gaining special importance.The purpose of this work is to overview the research papers of Russian and foreign authors to identify the specific features of a sustainable university as a necessary element of ESD.
31
Sepulveda-Miranda, P., and M. A. Moreno Torres. "Law and Policy Training for the Identification of SLD in Hispanic Children." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1305. http://dx.doi.org/10.1093/arclin/acz029.72.
Full textAbstract:
Abstract Objective The purpose of this poster is to present the results of a survey about perceived and real knowledge of federal regulations and policies required to evaluate, and provide services for, Hispanic children with Special Learning Disability (SLD). This work illustrates the relevance of getting education and training in law, policy, and ethics, for neuropsychologists evaluating and treating Hispanic children from diverse cultural backgrounds. Method The participants were 38 psychologists providing services to Hispanic children in Puerto Rico. The data were collected via an online survey distributed through professional email lists. The survey explored the professional's perception of their knowledge of federal laws and regulations and their educational needs in law training regarding special education regulations. The answers were analyzed using descriptive statistics as measures of central tendency (e.g. frequencies and means). Outcomes Around 52% of the responders indicated employment by the Department of Education to determine children’s eligibility for special education services. Thirty-seven percent mentioned not having knowledge of Individuals with Disabilities Education Act’s (IDEA) requirements when conducting evaluations. Around 20% were unsure of the extension of the law pertaining to the regulation of the definition, scope, and evaluation processes for diagnosis and eligibility of special education services for children with SLD. Finally, 79% of the surveyed professionals agreed that they need to be trained in law and policy to improve their practice. Discussion Hispanic children with special education needs are victims of disproportionate and inadequate access to services, while being vulnerable to other related inequities. To achieve cultural and social justice in neuropsychological practices, it is important to discuss the need of underlying educational training in law, policy, and ethics- areas that strictly regulate and determine the access to available resources for these minorities.
32
Montenegro, Marisela, Joan Pujol, and Silvia Posocco. "Bordering, exclusions and necropolitics." Qualitative Research Journal 17, no. 3 (August 14, 2017): 142–54. http://dx.doi.org/10.1108/qrj-08-2017-089.
Full textAbstract:
Purpose Contemporary governmentality combines biopolitical and necropolitical logics to establish social, political and physical borders that classify and stratify populations using symbolic and material marks as, for example, nationality, gender, ethnicity, race, sexuality, social class and/or disability. The social sciences have been prolific in the analysis of alterities and, in turn, implicated in the epistemologies and knowledge practices that underpin and sustain the multiplication of frontiers that define essential differences between populations. The purpose of this paper is to develop a strategy that analyze and subvert the logic of bordering inherent in the bio/necropolitical gaze. In different ways, this paper examines operations of delimitation and differentiation that contribute to monolithic definitions of subject and subjectivity. Design/methodology/approach The authors question border construction processes in terms of their static, homogenizing and exclusionary effects. Findings Instead of hierarchical stratification of populations, the papers in this special issue explore the possibilities of relationship and the conditions of such relationships. Who do we relate to? On which terms and conditions? With what purpose? In which ethical and political manner? Originality/value A critical understanding of the asymmetry in research practices makes visible how the researcher is legitimized to produce a representation of those researched, an interpretation of their words and actions without feedback or contribution to the specific context where the research has been carried out. Deconstructive and relational perspectives are put forward as critical strands that can set the basis of different approaches to research and social practice.
33
Seal, Brenda Chafin, and Lissa Power-deFur. "Speech-Language Pathologists as Expert and Fact Witnesses in Special Education Disputes and Civil Litigation Cases: A Tutorial." Perspectives of the ASHA Special Interest Groups 6, no. 2 (April 28, 2021): 465–69. http://dx.doi.org/10.1044/2020_persp-20-00253.
Full textAbstract:
Purpose Speech-language pathologists (SLPs) are not likely to enter practice in school systems with anticipation of special education disputes, or civil and criminal cases that could involve them either as fact or expert witnesses. In this tutorial, we differentiate between the roles of expert and fact witness with guidance to assist SLPs preparing to serve in either role. Method Using two sample cases, we present details of conflicts that involve SLPs; Case 1 involves an SLP as expert witness and Case 2 involves an SLP as a fact witness. We offer information to guide SLPs agreeing to serve as an expert witness, important preparation steps for SLPs as expert and fact witnesses, and practice suggestions, including attention to ethical codes, in serving either role. Conclusions We caution readers that special education, civil, and criminal disputes vary by case, state and federal statutes, and professional and personal details. We draw several recommendations from the two sample cases that should inform and guide any SLP involved as a fact witness or as an expert witness in cases of dispute.
34
Lindberg, Evalynne W., Chancey T. Bosch, and Marcia P. Livingston-Galloway. "Inclusive Practices and the Achievement Gap between Students with and without an Individualized Education Plan." World Journal of Educational Research 8, no. 1 (January 6, 2021): p83. http://dx.doi.org/10.22158/wjer.v8n1p83.
Full textAbstract:
Philosophy, ethics, legal mandates, educational theory, classroom application, and research has neither concluded nor reached scholarly saturation on the successful implementation of inclusion. This study examines inclusive practices for students with special needs by focusing on one innovative approach to narrowing the achievement gap between students on an Individual Education Plans (IEP) and students not on IEP. The innovative approach examined combined three research-based practices to create one school-wide pedagogy. The public middle school in this study integrated three educational approaches known as “Tribes,” “Integrated Thematic Instruction (ITI)”, and “MicroSocieties”. An 11-year study revealed statistically significant relationship between the innovative approach and the achievement gap between students on IEPs and students not on IEPs. Descriptive statistics and parametric testing, a linear regression, were used to make inferences in the relationship. Implications of the study continue to support existing research on individual inclusive practices, but more importantly the innovative integration of inclusive practices.
35
Yardley, Cheryl, Karen Hynes, Andrew Charley, Sari Sirkia-Weaver, Julie Critcher, Lorna Hughes, Emma Banks, Jane Arnott, Tim Woodhouse, and Anne Lyttle. "Evaluating interprofessional education: initial learning from a domestic abuse conference." British Journal of General Practice 70, suppl 1 (June 2020): bjgp20X711233. http://dx.doi.org/10.3399/bjgp20x711233.
Full textAbstract:
BackgroundThe importance of multi-agency working to identify, prevent and reduce domestic abuse is widely recognised. Interprofessional learning opportunities can provide a supportive learning environment for multi-agency practitioners to explore and develop collaborative approaches to improve health outcomes for vulnerable children, young people and their families.Participants drawn from Kent GP trainees, student Health Visitors, School Nurses, Midwives, Social Workers, student Teachers and Special Educational Needs Coordinators (SENCOs), and postgraduate Police Officers attended this sixth annual conference.AimTo enable participants to understand why domestic abuse is a serious public health issue; identify indicators of domestic violence and abuse; identify opportunities for safe enquiry and know how to respond; critically reflect on ethical, legal, professional and interprofessional challenges for practitioners; and reflect on and explore opportunities for inter-professional working.MethodMulti-disciplinary educators delivered formal presentations and facilitated interprofessional workshops.Data from anonymised pre- and post- conference questionnaires distributed on the day, included quantitative questions using a Likert scale 1–5 and open and closed qualitative questions.ResultsIn total, 75 out of a possible 121 participants completed both questionnaires (62%). The above aims were all met. In all questions participants gave higher scores after the conference indicating increased levels of knowledge and confidence. The qualitative comments highlighted the learning benefits from interprofessional group work. 100% (average score 4.5) agreed that facilitators fostered a supportive learning environment.ConclusionThe conference provided a highly valued opportunity for useful interprofessional learning about domestic abuse. Results indicated that it increased participants’ knowledge and confidence about their own and others’ roles and responsibilities.
36
Di Capua, Giuseppe, Peter T. Bobrowsky, Susan W. Kieffer, and Cindy Palinkas. "Introduction: geoethics goes beyond the geoscience profession." Geological Society, London, Special Publications 508, no. 1 (2021): 1–11. http://dx.doi.org/10.1144/sp508-2020-191.
Full textAbstract:
AbstractThis is the second volume focused on geoethics published as a Special Publication of the Geological Society of London, a significant step forward in which authors address the maturation of geoethics, a maturity that has strengthened its theoretical foundations in recent years and increased the insight of its reflections. The field of geoethics is now ready to be introduced outside the geoscience community as a logical platform for global ethics that addresses anthropogenic changes. What is clear is that geoethics has a distinction in the geoscientific community for discussing the ethical, social and cultural implications of geoscience knowledge, research, practice and education, as well as communication. This provides a common ground for integrating ideas, experiences and proposals on how geosciences can provide additional services to society, in order to improve the way humans interact responsibly with the Earth system. This book provides new messages to geoscientists, social scientists, intellectuals, law- and decision-makers, and laypeople. Motivations and actions for facing global anthropogenic changes and their intense impacts on the planet need to be governed by an ethical framework capable of merging a solid conceptual structure with pragmatic approaches based on geoscientific knowledge. This philosophy defines geoethics.
37
Kaomea, Julie. "Dilemmas of an Indigenous Academic: A Native Hawaiian Story." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 67–82. http://dx.doi.org/10.2304/ciec.2001.2.1.9.
Full textAbstract:
In this article, the author draws upon the Native Hawaiian practice of ha'i mo'olelo, or storytelling, to problematize her role as an indigenous, Native Hawaiian academic working and researching in Native Hawaiian elementary and early childhood educational communities. Focusing on her personal dilemmas and struggles within this role, she attempts to unpack a number of ethical, cultural and political issues that can present special difficulties for indigenous academics who work partly as insiders and partly as outsiders within both the academy and their home communities. By intertwining Marxist and post-structuralist theory with Native Hawaiian protocol and tradition, she considers possibilities for reconnecting indigenous academics with native communities through the development of hybrid indigenous/Western research methodologies that draw from and speak to both indigenous and Western ways of knowing and being.
38
Ceylan, Sibel Serap, and Bengü Çetinkaya. "Attitudes towards gossip and patient privacy among paediatric nurses." Nursing Ethics 27, no. 1 (May 14, 2019): 289–300. http://dx.doi.org/10.1177/0969733019845124.
Full textAbstract:
Background: Nurses providing 24-h care for the primary caregiver role have a number of significant roles to play in potential problems or conflicts associated with patient privacy and confidentiality. Research objectives: The objective of the study is to determine the prevailing attitudes towards gossip and the patient privacy practices of nurses working in paediatric units. Research design: A descriptive and cross-sectional design was used. A Descriptive Characteristics Form, a Gossip and Rumour Attitude Scale and a Patient Privacy Scale were used to collect data. Participants and research context: A total of 112 paediatric nurses working in Turkey were included in the study. The response rate was 79.43%. Ethical considerations: Permission to conduct the study was obtained from the university’s ethics committee. The participants were informed of the aim of the study, and voluntary participation, anonymous response and confidentiality were explained to them. Findings: It was observed that nurses who had a higher education level, who were educated about patient privacy and who had read the patient rights regulations were more concerned about patient privacy. Negative correlations were found between the attitudes towards gossiping and the average scores on the patient confidentiality scale. Nurses who negatively defined gossip were more concerned about patient confidentiality. Discussion: Privacy is important for securing and protecting the personal, physical and psychological things that are important and special for patients. It is argued that obstacles to maintaining the privacy of hospitalized children and adolescents are a tolerant attitude towards gossiping, a lack of education about patient privacy and insufficient information about patient’s rights regulations and the Convention on the Rights of the Child. Conclusion: A nurse’s knowledge about the provision of patient confidentiality affects their privacy practices. For this reason, regular training sessions are recommended in hospitals.
39
Turner, Bryan S. "Piety, Practice and Habitus: Saba Mahmood’s Dialogue with Aristotle and His Legacy." Sociology of Islam 7, no. 4 (December 13, 2019): 289–300. http://dx.doi.org/10.1163/22131418-00704005.
Full textAbstract:
The article concentrates primarily on Saba Mahmood’s Politics of Piety in order to explore her treatment of agency in women’s piety movements. It argues that, while the influence of Judith Butler and Pierre Bourdieu on her work is obvious, the influence of Aristotle on her key concepts (agency, habitus, practice, and embodiment) has been neglected in the general literature. Aristotle’s treatment of ethics and politics has a natural affinity with Mahmood’s views on politics, religion and the ethical life. In addition, it is well known that Aristotle through numerous translations had an important impact on the Arab world and Islamic philosophy. Particular attention is given to Aristotle’s idea of Eudaimonia or flourishing as the ultimate aim of human activity. Mahmood’s criticisms of Bourdieu give a special emphasis to the importance of training and education in the creation of a pious habitus, and offer an alternative to the blunt determinism of Bourdieu’s ideas about habitus. Finally, Mahmood’s telling criticisms of the secularist assumptions behind the sociology and anthropology of religion were an important, if controversial, element in her understanding of Islam.
40
Knight, Andrew. "PROFESSIONAL ETHICS AND A CALL FOR PHILOSOPHICAL LITERACY." Think 19, no. 54 (December 11, 2019): 37–47. http://dx.doi.org/10.1017/s1477175619000290.
Full textAbstract:
It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas.
41
Bazzul, Jesse. "Science education needs manifestos." Caderno Brasileiro de Ensino de Física 37, no. 3 (December 16, 2020): 1020–40. http://dx.doi.org/10.5007/2175-7941.2020v37n3p1020.
Full textAbstract:
As a science teacher educator, manifestos are usually something I have students write. Manifestos are bold forms of expression that help earnest people formulate a focussed or principled stance on important issues. This special issue has provided an opportunity to write a short manifesto of my own; and it is good practice to do the things you want your students to do. In times of increasing environmental and social precarity, science and science education can no longer deny the moral and ethical imperative to be relevant to the survival of both human and nonhuman life. What follows is a manifesto that addresses some of what science education needs to grapple with in times of right-wing populism, pandemic, pollution, and political need. It’s not intended to be a platform, because science education needs many manifestos of desire and intent. The best this manifesto can do is encourage teachers and students to write more inspiring ones. The language of manifestos is highly variable, but generally it take things like declaration and affect more seriously, and leaves the important tasks of elaboration and consensus for another day. This manifesto has been organized into eight parts that together maintain that science, education, environment, and politics are necessarily entangled, such that the time where one could pretend that the sciences are separate from, and/or superior to, everything else has passed. Second, that boundaries separating things like disciplines, different species, and different ways of knowing the world are proving to be more arbitrary and less useful than ever. Manifestos, which are unabashedly political and morally invested, are just one of a multitude of unorthodox transdisciplinary manifestations coming to science educational communities everywhere!
42
Rayner, Stephen M. "Admissions policies and risks to equity and educational inclusion in the context of school reform in England." Management in Education 31, no. 1 (January 2017): 27–32. http://dx.doi.org/10.1177/0892020616687699.
Full textAbstract:
Policy discourses in support of school reform in England have linked the objective of raising standards with that of tackling inequality. The assumption that a single policy strategy can tackle both objectives simultaneously is problematic. In this article, I examine issues of equity by studying admissions policy and practice. Drawing on a programme of interviews with the staff of a secondary school in England, I provide evidence of the interplay between policy discourses, the values and ethos of the school, and the professional practice of those who work there. Discussions and debates about the school’s admissions policy reveal cognitive and ethical dilemmas relating to equity and educational inclusion, particularly in the case of children with special educational needs and disabilities. In a policy context that requires schools to operate in a regulated, competitive market, school leaders may reluctantly restrict opportunities for children who already face physical, educational and social challenges.
43
Lomachinska, Irina. "INFORMATION CULTURE OF TEACHER IN THE SYSTEM OF RELIGIOUS EDUCATION." Educological discourse, no. 4 (2020): 1–14. http://dx.doi.org/10.28925/2312-5829.2020.4.1.
Full textAbstract:
The article deals with analysis of special aspects characterizing development of teacher’s information culture in the system of theological education that is based on principles of freedom of religion, non-confessionalism, and belief pluralism. Research methodology stipulates application of dialectical, comparative, structural, and functional research methods. The articles affirms that in the theological system of knowledge the phenomenon of information culture should be studied in view of the systems-based approach according to which society is an integral interaction system of social institutes – economic, political, social, faith-based institutions that guarantees its self-development basing on gained social and cultural experience. The information culture is a dynamic phenomenon that shows a relevant level of intellectual, educational, spiritual development of the society, and predetermines open-minded study of religion as a vital need to build the democratic society under conditions of active development of the globalized multicultural world. The article states that that issue of religion study is caused to a large extent by discussion of its essence that is affected by historical, confessional, political, legal factors, and existing educational practices. The research has established advantages of non-confessional, secular non-biased study of religion in historical, religious, ethical, and philosophic dimensions as lack of adequate knowledge of nature of religious processes in the secular society can have adverse effects not only for development of democratic social values but for preservation of collective memory of the nation. Findings of the research stress that in the theological educational discourse the information culture is realized in the system of measures aimed at improvement of informational self-awareness, formation of an informational world view based on tolerance, promotion of national information resources of national religious and social heritage, implementation of efficient scientific communication for the purposes of non-biased objective explanation of cause-and-effect links in the modern religious and political processes.
44
Parker, Jan. "Stories, narratives, scenarios in Medicine." Arts and Humanities in Higher Education 17, no. 1 (January 12, 2018): 3–19. http://dx.doi.org/10.1177/1474022217740300.
Full textAbstract:
This Medical Humanities Special Issue critiques and reflects on narrative practices around medical, psychiatric and trauma care. This introductory article explores the affordances of patient experience narratives and scenarios to illuminate lives interrupted by medical and psychological crises while raising questions about the medical ethics, epistemological frameworks and potential pathologising of diagnosing complex conditions. It discusses the problematics and ethics of ‘re-presenting’ trauma in art, photography, film or music and the potential for theatre to raise difficult issues in and beyond medical training.
45
Lodhia, Sumit, Umesh Sharma, and Mary Low. "Creating value: sustainability and accounting for non-financial matters in the pre- and post-corona environment." Meditari Accountancy Research 29, no. 2 (May 31, 2021): 185–96. http://dx.doi.org/10.1108/medar-03-2021-1249.
Full textAbstract:
Purpose This paper aims to introduce the special issue on “sustainability and accounting for non-financial matters: qualitative and quantitative research approaches”. This special issue was organised at the time when the entire globe was affected by the Coronavirus and accordingly, this paper has taken this opportunity to discuss the implications of this pandemic on accounting for non-financial issues, especially in relation to sustainability accounting research and practice. Design/methodology/approach An analysis of public documents and limited academic research on the Coronavirus was undertaken in this paper to highlight how life as it existed has fundamentally changed. The authors also review the papers published in this special issue and identifies research opportunities arising from the current environment. Findings The onslaught of the Coronavirus provides both challenges and opportunities for the practice of, and research into, accounting for non-financial matters, such as sustainability. The papers published in this special issue promote understanding and linking of sustainability reporting practices, to creating firm values, as well as identifying current and emerging challenges. The special issue explores criteria for the construction of accounting technology that is consistent with agnostic-based critical accounting and accountability, a business case for managers and practitioners to formulate strategic and management control systems in response to climate change issues, legitimacy and the use of photographs in sustainability reporting to create value, effective disclosures of business and sustainability ethics practiced by the firm for reputation building and value creation, indigenous accounting in mining companies, public sector policy framing of non-financial value, the barriers to sustainability reporting because of lack of awareness and knowledge and inadequate regulatory support in developing countries and the significance of sustainability accounting education to improve sustainability reporting practices in developing countries. Research limitations/implications Future research opportunities in relation to the impact of the Coronavirus on accounting for non-financial value are identified. Given that COVID-19 is a societal matter, the practical implications of the Coronavirus in accounting for non-financial value creation are highlighted. The Coronavirus has challenged the existing economic paradigm and non-financial issues will capture the attention of corporations, other institutions, civil society and governments. Practical implications The Coronavirus has challenged the existing economic paradigm and non-financial issues will capture the attention of corporations, other institutions, civil society and governments. Social implications Given that COVID-19 is a societal matter, the practical implications of the Coronavirus in accounting for non-financial value creation are highlighted. Originality/value This study, to the knowledge, is one of the pioneer academic studies that has explored the implications of the Coronavirus on accounting for non-financial value. In addition, this special issue includes papers that highlight how non-financial reporting matters are increasingly being given attention by companies to enhance business practices on sustainability through different perspectives.
46
Rudnick, Abraham. "Social, Psychological, and Philosophical Reflections on Pandemics and Beyond." Societies 10, no. 2 (June 1, 2020): 42. http://dx.doi.org/10.3390/soc10020042.
Full textAbstract:
This conceptual paper presents social, psychological and philosophical (ethical and epistemological) reflections regarding the current (COVID-19) pandemic and beyond, using an analytic and comparative approach. For example, Taiwan and Canada are compared, addressing Taiwan’s learning from SARS. Suggestions are made in relation to current and future relevant practice, policy, research and education. For example, highly exposed individuals and particularly vulnerable populations, such as health care providers and socially disadvantaged (homeless and other) people, respectively, are addressed as requiring special attention. In conclusion, more reflection on and study of social and psychological challenges as well as underlying philosophical issues related to the current pandemic and more generally to global crises is needed.
47
Hesse, Arielle, Leland Glenna, Clare Hinrichs, Robert Chiles, and Carolyn Sachs. "Qualitative Research Ethics in the Big Data Era." American Behavioral Scientist 63, no. 5 (November 5, 2018): 560–83. http://dx.doi.org/10.1177/0002764218805806.
Full textAbstract:
This article examines the developments that have motivated this special issue on Qualitative Research Ethics in the Big Data Era. The article offers a broad overview of many pressing challenges and opportunities that the Big Data era raises particularly for qualitative research. Big Data has introduced to the social sciences new data sources, new research methods, new researchers, and new forms of data storage that have immediate and potential effects on the ethics and practice of qualitative research. Drawing from a literature review and insights gathered at a National Science Foundation-funded workshop in 2016, we present five principles for qualitative researchers and their institutions to consider in navigating these emerging research landscapes. These principles include (a) valuing methodological diversity; (b) encouraging research that accounts for and retains context, specificity, and marginalized and overlooked populations; (c) pushing beyond legal concerns to address often messy ethical dilemmas; (d) attending to regional and disciplinary differences; and (e) considering the entire lifecycle of research, including the data afterlife in archives or in open-data facilities.
48
Kolycheva, Galina Yu, Irina G. Kalinina, and Svetlana Yu Zavarina. "Development of moral and ethical qualities of primary schoolchildren through a reflective environment (through the example of mathematics and music lessons)." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 263–74. http://dx.doi.org/10.32744/pse.2020.6.20.
Full textAbstract:
Introduction. The development of pedagogical science requires the introduction of new technologies, forms, and methods of influencing children’s microcommunity. At the present stage of social development, the need for moral and ethical education of the younger generation increasingly arises as the assimilation of external requirements for behavior in accordance with their own convictions, which are actively developing in primary school age. In this regard, it is relevant to study the possibilities of using the reflective environment in multidirectional mathematics and music lessons. The purpose of the study was to study the development of moral and ethical qualities as a result of the organization of a reflective environment at mathematics and music lessons for children of primary school age. Materials and methods. The experimental study was conducted from September 2016 to May 2020. The study was conducted in the Municipal Educational Institution “General Secondary School No. 22” and the Municipal Budgetary General Education Institution “General Secondary School No. 28” in Orekhovo-Zuevo, Moscow Region. Two hundred and twelve schoolchildren studying at these schools took part in the study. The χ2-Pearson statistical test was used for statistical processing. Results. The results obtained during the ascertaining stage of the experiment made it possible to identify and characterize a number of shortcomings in the cognitive, emotional, and behavioral components of the moral and ethical development of primary schoolchildren. In accordance with the need to develop moral and ethical qualities, an appropriate reflective environment was organized in the experimental classes of both schools. The development of moral and ethical qualities of primary schoolchildren through the reflective environment was successful, which is confirmed by statistically significant differences at the control stage of the experiment (χ2 = 42.27>χ20.05). Discussion of results and conclusion. The need for the formation of reflexive abilities in primary school age necessitates the creation of a special environment, the use of effective author’s techniques. It is advisable to include the use of reflective practice-oriented situations in the structure of mathematics and music lessons.
49
Iankova Natchkova, Maia. "CHALLENGES TO PROFESSIONAL ETHICS, TRAINING AND CONTINUING EDUCATION OF SPECIALISTS IN THE FIELD OF INDEPENDENT FINANCIAL AUDIT." Knowledge International Journal 34, no. 5 (October 4, 2019): 1301–5. http://dx.doi.org/10.35120/kij34051301n.
Full textAbstract:
Auditor’s profession is extremely necessary and crucial for the society. It has the important and responsible task to observe and assess the proper implementation of the principles, concepts, rules, legal standards and conventions as set out in the International Financial Reporting Standards/ International Accounting Standards, EU directives, International Standards on Auditing and the national (local) accounting legislation. Specialists in the field of independent financial audit – chartered expert accountants, registered auditors, should verify the timely, reliable, objective, correct, accurate and fair presentation, in all material aspects, of the information about the property and financial position of enterprises, their financial performance, and to determine the opportunities for investing and managing the capitals of audited enterprises in the interest of the society. Auditor’s profession is distinguished with moral at high level and professional ethics of chartered expert accountants, registered auditors; with extreme professionalism in the field of independent financial audit; with professional skepticism in the field of accounting and economic analysis; with professional optimism upon undertraining audit engagements; with independence from personal interests and lack of obligation for loyalty to the assigners of audit engagements; with ensuring high quality performance of audit engagements; with professional and intellectual knowledge and skills in the field of accounting, financial audit, economic analysis, micro- and macroeconomics, statistics and finance acquired upon completion of higher education in economics, upon sitting special examinations for obtaining qualification of chartered expert accountants, registered auditors, and upon carrying out constant and continuing education of auditors. For the purposes of keeping the trust of the society in the independent financial audit, registered auditor’s professional ethics needs to be at high level that enables authoritative and competent establishment of the role and significance of auditor’s profession in the society. Independent financial auditors should observe specific standards of conduct and fundamental professional and ethical principles as set out in the Code of Ethics for Professional Accountants, such as honesty, objectivity, professional competence and proper attention, confidentiality, professional conduct, observance of methodological standards and professional skepticism. They should avoid actions that could discredit the auditor’s profession and have negative impact on the good reputation of the registered auditor. Furthermore, where independent financial auditors market and promote themselves or their audit practice, they should avoid giving the society wrong idea of auditor’s profession. The work of chartered expert accountants, registered auditors is diverse and to a great extent characterized by development of the financial risk. Therefore, this study highlights some of the more significant and socially important specific characteristics of the auditor’s profession, which are monitored by the public and by the government authority supervising the work of the registered auditors. Its objective is to present, determine and distinguish the challenges in the light of good world audit practices faced by the professional ethics, training and continuing education of specialists in the field of independent financial audit, thus contributing to the improvement of their qualification and enhancement of their audit practice. This publication may be used for carrying out different types of financial audit – internal audit carried out by the financial enterprises’ internal units; independent financial audit carried out by chartered expert accountants, registered auditors, and external audit carried out by the government supervisory authority and by other government authorities.
50
Mikhalovska-Karlova, E. P. "Bioethical management of patients with epilepsy: sex and age-related aspects." Epilepsy and paroxysmal conditions 12, no. 2 (September 11, 2020): 117–21. http://dx.doi.org/10.17749/2077-8333/epi.par.con.2020.039.
Full textAbstract:
Aim. The study aimed to motivate doctors for ethical management of patients with epilepsy, to study the real picture of the application of values and principles of bioethics during the treatment of patients with epilepsy, and to develop an algorithm of ethical management of patients taking into account sex and age-related factors.Materials and Methods. Content analysis of historical documents and publications in Russian neurological journals was performed. The sociological study included observation, a questionnaire survey of post-graduate students and junior and senior students of medical institutions, standardized and non-standardized interviewing of 211 neurologists, and 265 pediatric neurologists.Results. In their clinical practice, 60% of the interviewed in 2017-2019 followed the principles of respect for the private autonomy of patients and their human dignity. 55% of responders followed partner and negotiation models of interaction with patients. More than 97% of respondents from these groups try to follow the principles of bioethics. However, more than 50% of them could not name classic and special principles of bioethics for their category of patients; 29% could not identify the type of model that they use in their work with patients; 75% of pediatric neurologists significantly lacked knowledge in the area of bioethics and practical skills in their application in patients’ management.Conclusion. The study revealed controversy between the increased motivation of doctors to ethical management and an insignificant level of knowledge in the area of bioethics and its practical implementation. To reduce this controversy, it is necessary to develop a system of continuous ethical education.