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Essay / Research Paper Abstract
A 4 page research paper that offers a hypothetical scenario in order to discuss the ethical ramifications of a work place situation involving a special education student. Bibliography lists 3 sources.
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4 pages (~225 words per page)
File: D0_khseeis.rtf
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Unformatted sample text from the term paper:
teacher on a twice-weekly basis. Despite repeated counseling sessions with the general classroom teacher by the SE teacher, this teacher continues to address Jeremys disruptive classroom behavior with convention means,
i.e., punitive strategies. The following examination of this situation suggests the potentially negative impact of this approach, the ethical implications and alternative solutions to handling situation. The continuation of Jeremys
current behavior pattern has the potential for many negative effects, both personally and for the classroom as a whole, as his behavior tends to disrupt the class. Students with emotional
and behavioral disorders (E/BDs) have been shown by research to have social skill deficits that are highly associated with LDs and E/BDs. Furthermore, empirical studies have also indicated that
these social skill deficits are "predictive of emotional difficulties...juvenile delinquency and mental health problems" (Miller, Lane and Wehby, 2005, p. 27). Jeremy was suspended for three days after hitting
another child; however, this discipline strategy was not successful as his behavior on returning to school was still disruptive. The ethical dilemma in this situation evolves from the responsibilities owed
to Jeremy by his teachers and his IEP (Individual Education Program) team to address the behavior problems interfering with his learning in a meaningful way. Research shows that alternatives
to a punitive approach to discipline do exist and have been shown to be successful with special education students. For example, it has been shown that IEP teams can employ
functional behavior assessment (FBA) in order to understand the motivations propelling a childs disruptive behavior and use this information to design interventions that help the child achieve desired goals, such
as peer or adult attention (Special Education, 2002). Specifically, FBA look at each special education child on a case-by-case basis and asks the question: "What function does this behavior
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