Foreword by: Alfredo J. Artiles
Publication Date: June 8, 2018
Since publication of the original edition of this book, there have been significant changes across the landscape of special education. This new edition addresses those changes and revisits enduring ethical issues that are most salient and pressing to special education teachers and administrators. Using a case-based approach, this popular text encourages students to reason and collaborate about ethical issues rather than simply master a set of principles and precepts. The issues highlighted in this volume include due process, the distribution of educational resources, institutional unresponsiveness, professional relationships, conflicts among parents and teachers, and confidentiality. The Ethics of Special Education, Second Edition emphasizes the perspectives and predicaments of special educators, but is also germane to the professional lives of a much wider range of individuals, from classroom teachers engaged in inclusion to administrators and school psychologists involved in negotiating IEPs (Individualized Education Programs).
Kenneth R. Howe is professor emeritus of educational foundations, policy, and practice at the School of Education, University of Colorado Boulder. Amy L. Boelé is assistant professor of special education at the School of Education and Human Development at the University of Colorado Denver. The late Ofelia B. Miramontes was associate professor of education and associate vice chancellor for diversity and equity at the University of Colorado at Boulder.
“Readers of The Ethics of Special Education will find real-world ethical dilemmas that reflect the current laws and trends in special education policy and practice. As a researcher in the field, a lawyer, a former teacher, and as a parent, I recommend this book for all those who help students with disabilities succeed in life. This casebook highlights the importance of reasoned exploration and empathy when attempting to solve the kind of hard questions faced by members of school communities across the nation. There are no simple answers, but for all stakeholders, this book will help you develop a clearer understanding of sound approaches to the difficult problems that you will likely grapple with.”
—Daniel Losen, director, Center for Civil Rights Remedies
“Opportunities to access, participate, and learn alongside a diverse range of public school students are vital to the success of students who have dis/abilities. It has never been more important for educators to work deliberately and ethically to ensure that their choices for curriculum, pedagogies, and learning outcomes benefit the learners they serve. Neoliberal politics, raced assumptions about what counts as learning, and the forced march towards globalization challenge educators. Decisions about who enters special education, for what purpose and whose benefit, are fraught. Howe and Boele’s new edition extends the vision that Miramontes had for schools that embraced all who entered.”
—Elizabeth B. Kozleski, University of Kansas
Tentative Table of Contents
Foreword to the 1st Edition by James M. Kauffman
Foreword to the 2nd Edition
A Note on the Case-Based Approach to the Study of Ethics
Chapter 1. Introduction
A Preliminary Observation Regarding the Study of Ethics
Organization of the Book
Case: Where Are the Lines to Be Drawn?
Chapter 2. The Nature of Ethical Deliberation
Law and Ethics
Facts and Values
Chapter 3. Public Policy and the Mission of Special Education
Case: Power Grab in the Staffing
Case: Delinquent or Disabled?
The Distribution of Educational Resources
Case: Refusing to Fund Outside Special Services?
Case: Must the Gifted Earn Their Placement?
Case: Who Gets Benefits and Whose Benefits Are to Be Sacrificed?
The Bureau-Therapeutic Structure of Special Education
Case: "Get My Son Out of Special Education!"
Case: Reverse Incentives
Case: Pull-Out Is Best
Chapter 4. Pragmatist Ethical Theory
The View from Nowhere vs. the View from Here: The Pragmatist Alternative
Professional Ethics and Compromise
Religion and Ethical Deliberation
Professional Ethical Codes and Ethical Deliberation
Chapter 5. Institutional Demands and Constraints
Case: Broken Promises
Case: Negotiating the Disability
Special Education Teacher as Broker
Case: Resistance to Inclusion
Case: Least Restrictive Environment or Decent Classroom Space?
Case: Special Education: Opportunity or Stigma?
Case: What to Call the Special Education Program?
Case: Covering for Incompetence
Case: Turfing Students
Chapter 6. The Obligations of Schools to Special Needs Students and Their Families
Conflicts Among Parents and Teachers About Student Welfare
Case: Withholding Information About Poor Performance?
Case: Parents' Wishes Versus Professional Judgment
Case: Loose Talk in the Lounge
Case: Who Really Needs to Know?
Special Allowances for Special Education Students?
Case: Special Grading for Special Education Students?
Case: Teacher as Friend?
Appendix A: Cases for Discussion
Case #1: Reward for a Job Well Done?
Case #2: Arbitrary and Capricious Placement Criteria?
Case #3: Double Jeopardy
Case #4: LRE and Paraprofessonals
Case #5: Medication or Else
Case #6: Do the Ends Justify the Means?
Case #7: Teaching Responsibility or Limiting Opportunity?
Case #8: Multilingual Students with Monolingual Teachers
Case #9: Who Decides the Curriculum?
Case #10: Who Should Pay?
Case #11: No Label, No Service
Case #12: Ready to Graduate?
Case #13: Treating Like Cases Alike?
Appendix B: Council for Exceptional Children (CEC) Code of Ethics
About the Authors