ESE603 Wk 5 Journal
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Feb 20, 2024
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ESE 603 Journal Second CEC Standards Reflection ESE603: Journal Second CEC Standards Reflection
Anna Leebeck
The University of Arizona Global Campus
ESE603: Law & Ethics in Special Education
Dr. Cindy Marble January 29, 2024
ESE 603 Journal Second CEC Standards Reflection
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Supporting Mr. Franklin
IEP meetings are an opportunity to highlight both professional practices that have been developed to advocate for the best interest of the student. Mr. Franklin should highlight that in the scope of support, how Destini’s growth from the beginning of the year to the present has been positive. In doing this, it highlights Mr. Franklin’s commitment to a positive educational outcome for the student and it also demonstrates his cognizance of the student’s psychological well being. Mr. Franklin will draw attention to the support that Destini is receiving and is positively encouraging the student by not placing pressure for “perfection” or an ‘A’ in a subject but focusing on the progress (U.S. Department of Education, 2022). An IEP meeting is an opportunity to explain that the support of her current intervention allows her to access the curriculum and make progress similar to that of her peers. Listening to the parents explanation in why they believe the additional intervention should be added at the expense of the school can and should be done with respect. Mr. Franklin may also be able to provide and implement aspects of the program with resources already available within the school without impacting the school financially. Actionable Inclusion of Professional Standards
When working with families of students with disabilities (SWD) another positive attribute to building this relationship is showing parents the resources that are utilized on a regular basis within the classroom setting
. A possible way to begin this relationship is to have
some sort of family engagement event where parents can see what types of things are done and can participate with their students. Another avenue is an open and honest line of communication that allows both sides to bring questions or concerns to the table and work to find an appropriate solution. Resources that are utilized in the classroom shared with parents is a method of engaging families according to Steen (2022).
ESE 603 Journal Second CEC Standards Reflection
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Creating a culture within the classroom that supports both physical and psychological safety
for all students is a professional standard for all teachers (NAEYC, 2019). Students who may be unable to advocate for themselves rely on the educators in the classroom to ensure their safety. The implementation of evidence-based practices within the classroom management will lessen the opportunity for a student to be injured. (U.S. Department of Education, 2022) Ensuring staff is properly trained in appropriate de-escalation tactics will assist in supporting students and potentially
alleviating behavior disturbances in the classroom (Mitchell, 2017). Teaching students to understand their disability as well as the interventions they receive should be a goal of a Special Education educator. Modeling advocacy and teaching self-advocacy can begin at any age or grade (Voronyak, 2023). By encouraging students to advocate for interventions it will provide a sense of self-agency which according to the research by Salazar (2020) statistically reduces the opportunity for the student to be harmed. This author proposes that she will ensure that the appropriate laws in regards to Special Education are adhered to when considering how an IEP is drafted and potential placements she may
assist in determining . Advocating for special education laws to be adhered to on all levels will also uphold the professional ethics and standards as outlined by the Center for Exceptional Children. According to Fiedler and Van Haren (2008) advocacy by special education professionals tends to be
limited to the direct services level or local level rather than societal. Lending her voice and experiences, going forward will allow this author to extend beyond the direct services level of advocacy.
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ESE 603 Journal Second CEC Standards Reflection
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References
Fiedler, C. R., & Van Haren, B. (2008). A Comparison of Special Education Administrators’ and Teachers’ Knowledge and Application of Ethics and Professional Standards. The Journal of Special Education
, 43
(3), 160–173. https://doi.org/10.1177/0022466908319395
Mitchell, K. (2017, September 27). “We Can’t Tolerate that Behavior in this School!”: The Consequences of Excluding Children with Behavioral Health Conditions and the Limits of the Law
. N.Y.U. Review of Law & Social Change. https://socialchangenyu.com/review/we-cant-tolerate-that-behavior-in-this-school-
the-consequences-of-excluding-children-with-behavioral-health-conditions-and-the-
limits-of-the-law/
NAEYC. (2019). The 10 NAEYC Program Standards
. Naeyc.org. https://www.naeyc.org/our-work/families/10-naeyc-program-standards
Salazar, M. (2020). Promoting Self-Advocacy by Encouraging Students IEP Participation
. https://scholarworks.calstate.edu/downloads/qr46r558q
Steen, B. (2022). Five Rs for Promoting Positive Family Engagement
. NAEYC. https://www.naeyc.org/resources/pubs/tyc/winter2022/fiver-rs-family
U.S. Department of Education. (2022, July 19). Positive, Proactive Approaches to Supporting Children with Disabilities: A Guide for Stakeholders (July 19, 2022)
. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/idea-files/guide-
positive-proactive-approaches-to-supporting-children-with-disabilities/
Voronyak, K. (2023). Self-Advocacy for Students with Disabilities. Dissertations, Theses, and Projects
. https://red.mnstate.edu/thesis/790