Case Study (1) ethics
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Dec 6, 2023
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Case Study: Applying an Ethical Theory
PHI 208 Ethics and Moral Reasoning
Instructor: Cora Bruffy
5/29/2023
Part 1: Introduction, Case Study, Ethical Question
This case study is on Early Childhood Education. Early childhood education requires a
certain level of adaptiveness, creativity, and compassion as it is essential to a child’s
development. “Ethics is how we treat people face-to-face, person-to-person, day in and day out
over a prolonged period of time (Rachels 2003; Gini 2004).” It is a teacher’s ethical duty to
ensure they follow guidelines set, one being never to exclude any student from participation in
any program. However, when the parents of a child with special needs rejects the teacher’s
recommendations for a more appropriate class that won’t impact other students, the teacher is
faced with an ethical dilemma which “involves a choice between values and responsibilities”
(Principal P-1.2). In a case such as this, while taking all the factors into consideration, what is the
teachers ethical responsibility?
Early childhood education includes a range of children between infamy to second grade.
During this period of their education, parents are typically more involved with their learning and
daily activities. However, it can become an ethical dilemma when a parent of a child with special
needs fights for inclusive learning without considering the child’s specific needs or their
behaviors that could be disruptive to others.
In this case, a child with special needs is becoming disruptive to others and negatively
impacting the classroom, however, their parents refused services in a more appropriate setting.
It’s the teacher’s ethical and moral duty to ensure the child is receiving the appropriate services
while maintaining the learning environment and, in some cases, safety of other children in the
classroom. The teacher must choose between honoring the mother's request, which proposes the
potential for an unethical approach to ensuring each child is being given the opportunity they
deserve to learn and grow within the classroom environment.
An ethical question based on the central moral controversy is whether the teacher has
acted on behalf of everyone involved best interest. Once the student’s behavior has had a
negative impact on the classroom, the teacher is responsible to ensure there are changes being
made. This will result in contacting the child’s family, explaining different options for the child
that will ensure they may still receive inclusive education with periods outside of the inclusive
classroom, allowing the child the space they need to regulate themselves. Explaining the child’s
behavior as it jepordizes the classroom learning environment and identifying available services
that will give the child the ability to enhance their own education as well. (P-1.4)
Part 2: Reading Philosophy Reflection
“To an early childhood educator, an ethical dilemma such as this can appear to be a no-win
situation. A hard choice needs to be made for a problem that has more than one right answer
(Badaracco 1993). Additionally, there are legal dimensions in cases involving special needs
services. Because of the legal dimensions, it is often necessary to seek legal counsel before such
an ethical dilemma can be resolved. Unfortunately, considering the litigious environment in
which early childhood professionals work today, legal parameters often are the deciding factor in
these ethical dilemmas.”
The key idea in this text is what early childhood educators face ethical dilemmas as they
have no ability to decide what is best based on their beliefs of what is best to do. Often, legal
intervention is necessary as there is not always a clear answer for each situation. I re-read this
paragraph a few times as I wondered what legal involvement could solve a no-win situation and
why is the educator isn’t included as they are the sole adult personally involved. I realized this
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was the solution after the teacher meets with the families and offers everything possible within
their reach and if the parents decline, at that point, the teacher’s hands are tied, and the legal
parameters will become the deciding factor.
Part 3: Explanation of Utilitarianism or Deontology
Deontology can be defined as an ethical theory that an action is based on whether the
action is right or wrong based on a set rule of principles, rather than the consequences of the
action (good or bad).
“The idea that we have unconditional or absolute obligations or duties is
the basis of deontological ethics.” (p 19).
Deontology was established in 1816 as an ethical guideline based on judgement. It stems
from the Greek word deon, meaning duty. This theory is now associated with German
philosopher, Immanuel Kant who believed in the ability to use reason is what defines a person’s
ethical line of what is right and wrong. In a perspective teaching situation such as this case study,
using a deontological approach for navigating a disruptive child with special needs, the teacher
would utilize an ethical approach that approaches the moral duty to provide equal opportunities
for all students regardless of their abilities or different abilities. If the teacher’s ethics are of care
and respectfulness of other people and they ensure to the best of their ability that children are not
harmed, is their ethical stance on ensuring the student with special needs is reevaluated with
parents, school administration and if needed, legal representation an ethical one?
In a separate case focusing on utilitarian ethical viewpoint, we can look at finances
between the wealthy and poor. A wealthy man may not see $100 as a lot of money as he has a
bank full, however, a poor man will find $100 to bring great pleasure in comparison. As the
amount of low income and poor individuals outweighs the number of rich individuals, this makes
redistribution result in more happiness for the greater number of people.
Part 4: Application of Ethical Theory
While inclusion is an important goal for many families and teachers, implementation
requires planning, intentionality, and collaboration. The case study core principle is for the
teacher do follow their ethical guidelines by doing what is right, regardless of the outcome. This
may mean the teacher removes the student from the classroom as it’s their ethical duty to ensure
that all children are unharmed. The teacher also has an obligation to the child with special needs
and while removing them from the classroom may be best for others, it could hinder the child.
This situation is an ethical dilemma as there is no real right or wrong answer, as it’s based on the
situation and not as a whole. “When addressing this difficult dilemma, and before administering
the NRS assessment and taking such a risk, therefore, educators must perform an ethical analysis
that systematically applies the NAEYC Code of Ethical Conduct while attempting to be as
unbiased and objective as possible (Badaracco 1993)”
References.
Feeney, S., & N.K. Freeman. 1999. Ethics and the early childhood educator: Using the NAEYC
Code. Washington, DC: NAEYC.
NAEYC. [1989, 1992] 1998. Code of ethical conduct and statement of commitment: Guidelines
for responsible behavior in early childhood education. Rev. ed. Brochure. Washington, DC:
Author.
Special Educational Needs M. Delaney Oxford University Press 2016, 104 pp., £14.50ISBN 978
0 19 4200370
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