CEC+Standard+9


 * CEC Standard 9: Professional and Ethical Practice **


 * Reflection on my knowledge related to the broad understanding professional and ethical practice in special education. **

***** Special educators are guided by the profession’s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them. CC9K1 Personal cultural biases and differences that affect one’s teaching. CC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs. CC9K3 Continuum of lifelong professional development. CC9K4 Methods to remain current regarding research-validated practice. CC9S1 Practice within the CEC Code of Ethics and other standards of the profession. CC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional. CC9S3 Act ethically in advocating for appropriate services. CC9S4 Conduct professional activities in compliance with applicable laws and policies. CC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. CC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals. CC9S7 Practice within one’s skill limit and obtain assistance as needed. CC9S8 Use verbal, nonverbal, and written language effectively. CC9S9 Conduct self-evaluation of instruction. CC9S10 Access information on exceptionalities. CC9S11 Reflect on one’s practice to improve instruction and guide professional growth. CC9S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues.
 * Artifact that demonstrates my knowledge related ethics: **
 * // Ideas: //**// Self-assessment on College of Education Dispositions; evidence of participation and membership in professional organizations, paper 792, review & analysis of research article in journal related to field. //
 * Knowledge:**
 * Skills:**

MR9K1 Organizations and publications in the field of mental retardation/developmental disabilities.
 * Mental Retardation Developmental Disabilities Specialty Knowledge:**
 * Skills:** MR9S1 Participate in the activities of professional organizations in the field of mental retardation/developmental

IC9K1 Sources of unique services, networks, and organizations for individuals with disabilities. IC9K2 Organizations and publications relevant to individuals with disabilities1/. IC9S1 Participate in the activities of professional organizations relevant to individuals with disabilities. IC9S2 Ethical responsibility to advocate for appropriate services for individuals with disabilities. IC9S3 Seek information regarding protocols, procedural guidelines, and policies designed to assist individuals with disabilities1/ as they participate in school and community-based activities.
 * Independence Curriculum - Severe Specialty Knowledge: **
 * Skills:**

We declare the following principles to be the Code of Ethics for educators of persons with exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles. Members of The Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code. 1. Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities. 2. Special education professionals promote and maintain a high level of competence and integrity in practicing their profession. 3. Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects. 4. Special education professionals exercise objective professional judgment in the practice of their profession. 5. Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities. 6. Special education professionals work within the standards and policies of their profession. 7. Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession. 8. Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.
 * CEC Code of Ethics for Educators of Persons with Exceptionalities **

The Council for Exceptional Children. (1993). CEC Policy Manual, Section Three, part 2 (p. 4). Reston, VA: Author. Originally adopted by the Delegate Assembly of The Council for Exceptional Children in April 1983

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