Ideals from the
NAEYC and DEC codes of Ethics that is meaningful to me…
It was very hard to commit to just 3 ehtical ideals! All are important and relevant... so here goes!
NAEYC:
I-1.5
—To create and
maintain safe and healthy settings that foster children’s social, emotional,
cognitive, and physical development and that respect their dignity and their
contributions.
This ideal is meaningful to me because
I believe all children need a safe and stable environment when outside of the
home. Providing a child with safety and
love while balancing their social, emotional, cognitive, and physical needs is
essential. A child learns the most when
they thrive in an environment where they feel safe, secure, and accepted. Each child should always feel valued! Professionally I strive to provide this for
each and every student I have taught over the last 6 years and will continue to
do for the rest of my career.
I-1.8
—To support the
right of each child to play and learn in an inclusive environment that meets
the needs of children with and without disabilities.
Having taught both general education
preschool and a blended special/general preschool class, inclusion is so
important! I have found that it is great
for ALL students in the class as they learn different things from each
other. Students learn tolerance,
differences, similarities, how to be a leader, some learn what is acceptable
behavior, how to play, move, and communicate… and so much more! Professionally, growth is important to me as
a teacher. I grew more in one year of
teaching the special/general preschool blend than I did in 4 years of teaching
a regular preschool class. I feel the
reason I grew so much that year was because of the differences in my students
and all that they taught me – I strive to continue this growth throughout my
career.
NAEYC. (2005, April). Code of
ethical conduct and statement of commitment. Retrieved May 26, 2010,
from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
DEC
Responsive
Family Centered Practices
5. We shall
collaborate with families and colleague s in setting meaningful and relevant
goals and priorities throughout the intervention process including the full
disclosure of the nature, risk, and potential outcomes of any interventions.
Having been a
part of hundreds of ARC meetings over the years, so many parents are unsure of their
rights and the process of referral thru special education. Most are afraid of the label and don’t
understand that their child can eventually be dismissed from a program when
assessed and reaching grade level. After
the referral process and an IEP is drafted, input from the parent is crucial. Teachers and support staff are not the only
people that can work on IEP goals – parents and family members can too!! By
involving them in the process and supporting their child’s learning goals, they
can make a huge impact on education for their child. Having open communication between families,
staff, and involved colleagues is the first step to this process and is a
professional goal for myself over the years.
The Division for
Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/
Thank you so much for addressing how that the parent's feel in the ARC meeting. I was one of those parents myself. I steps into that first ARC meeting unsure but I didn't want my child's teacher to think that we were not looking out for his best interest so we just agreed to everything they said. It took several years but my husband and I finally feel comfortable in the meeting and are willing to step up and ensure we get the services and support that my son needs to be successful.
ReplyDeleteI admire your commitment to ARC meetings. I know at the end of a long day it can be difficult to summon the energy to go to a meeting. So many families struggle with the public school systems in getting what their children need. Given limited resources schools do not usually volunteer information to families on what is available for their child.
ReplyDelete