Consideration for our Students with Autism Spectrum Disorders

Ethical Concerns

Presenter: Lora Scheler

Our objectives:

• To define ethics in educating all students, specifically with ASDs.

• To identify what we can do as educators

when building our working relationship with

students and their families

• Understanding how we may solve situations

which may have legal and ethical consequences

Group A & B Discussions:What types of learners are in your class?What are some ways to organize your classroom, so that all students are able to effectively learn?What qualities help us to become effective teachers?What qualities help us build working relationships with special education students and their families?

Build Trust

• Turnball and colleagues (2006) describe partnerships between families and professionals as relationships in which there is mutual agreement to defer to each other’s judgments and expertise as appropriate for securing outcome for students, other family members, and professionals. They describe an effective partnership with the visual aid of an arch with trust as the keystone. Trust is built when partners communicate in open and honest ways, when there is mutual respect, when there is a commitment, when power and advocacy are shared, and when professionals are competent in providing a quality education. (Turnball, 2006)

Trust

•Be reliable•Use sound judgment•Maintain

Confidentiality•Trust Yourself

Respect

Commitment

Professional Competence

Equality

Communication Advocacy

Be sensitive to emotional needsBe available and accessibleGo “above & beyond”

Prevent problemsKeep your conscience primedPinpoint & document problemsCreate win-win situations

Share powerFoster empowerment

Provide options

Provide quality EducationContinue to learnSet high expectations

Honor cultural diversityAffirm strengthsTreat students & familieswith dignity

Be friendly,Listen, be clear,Be honest, provideAnd coordinateinformation

(Turnball, 2006) & (Hall, 2009)

Our ethical obligation……..

As teachers, it is our ethical obligation to practice cognitive flexibility and attempt the use of many learning strategies & tools for all students.

What works for one, may not

work for the other!• Visual Aids ~ what are these?

• Provide precise, positive praise

while the student is learning

• Use meaningful reinforcements

• Plan tasks at an appropriate level of difficulty

• Use age-appropriate materials

• Provide opportunities for choice

• Break down oral instructions into small steps

• Pay attention to processing and pacing issues

• Use concrete examples

and hands-on activities

• Use task analysis

• Use discrete trial methods

• Introduce unfamiliar tasks in a familiar environment when possible

• Organize teaching materials and the situation to highlight what is important

•Encourage independent effort and incorporateProactive measures to reduce the likelihoodof becoming dependent on prompts

•Direct and broaden fixationsinto useful activities

•Know the individual and maintaina list of strengths and interests

•Develop talent and interest areas

continuation of: What works for one, may

not work for the other!

Group A Scenario

John is a 10th grader in your World History class this year. You are aware of his disability and have a snapshot of his IEP accommodationsand supplementary aides. Due to budget cut-backs, you only have one paraeducator in the classroomto assist with the twelve special ed students.Today is their chapter 4 quiz and John should be receiving his “read entire”accommodation, along with three other special ed students, however,there is one student who requires a scribe.As the teacher, you decide to have the paraeducator scribe for the one student.You tell the other special ed students to “raise their hand if they needsomething read aloud on the exam”. You do not offer them the “readentire” accommodation that is indicated on their IEP.

Is this a legal and/or ethical issue? What may be possible fallouts as aResult of your decision to implement accommodations or not? What are Solutions to managing this and similar situations?

Group B ScenarioLane is a 9th grader who is diagnosed with Asperger’s. He is in your study skills classto work on his homework, completion of class work assignments, and study/reviewfor any upcoming exams. Lane is a very cooperative student who comes to classwith all his supplies and materials to do his work. He usually comes to class andbegins his assignments quickly and quietly. In the same class, is Lisa who struggleswith her organization and attention. She requires on-going, consistent support toorganize her work, initiate and maintain working on her assignments throughout the 80 minute class. You are the special education teacher in this class of seven students. You notice thatthe other six students make attempts to work on their individual assignments, however,they are in this class specifically to develop and fine-tune their study skills. your attention is taken up by Lisa almost every day for the entire class period.

Is there a problem here?What is your ethical obligation in this situation?How can you better manage this situation, so that all students are given equalopportunity ?

What can I try differently next time?

No single classroom management approach is successful for allstudents. Students’ needs change over time, making it necessaryfor teachers to try various approaches. (Pierangelo & Giuliani, 2008)

Examine the instructional plan and noninstructional activities for problemareas that may result in sensory overload or frustration for thestudent. Make available sensory experiences that are calming for thestudent to accompany potentially frustrating tasks. Whenever possible,adapt tasks and materials to promote successful participation. Whenfeasible, decrease environmental distractions and reduce activities thatconfuse, disorient, or upset the student and interfere with learning.(Pierangelo & Giuliani, 2008)

One of the most effective ways teachers can

prepare for the inclusion of a student with ASD is

to develop an understanding about the disorder

by obtaining accurate information.

Having access to accurate information fosters

understanding and facilitates a positive attitude

toward the challenge of including a student with

ASD.

(Pierangelo, R. & Giuliani, G., 2008)

References:

Pierangelo, R., & Giuliani, G. (2008). Teaching students with autism spectrum disorders: A step-by-step guide for educators. Thousand Oaks, CA: Corwin Press.

Turnbull, Ann; Turnbull, Rudi; Erwin, Elizabeth J.; Soodak, Leslie C. (2006). Families, professionals, and exceptionality: Positive outcomes through partnershipand trust. Columbus, OH: Merill/Prentice Hall.