Interactive Activity
There are 3 scenarios presented in this activity. First share the role of the educator, and ask the students the discussion questions. You can do the discussion in small groups of 3 to 4 people. Each situation has clear ethical implications. What is more challenging is to determine the correct action.
You can ask students to think about what factors impact their decisions:
- employment status
- hierarchy of organizations
- issues related to job security and seniority
- not feeling supported by your colleagues and supervisors
- feeling unsure about your ethical responsibility
In addition, it is important to be aware of key concepts of professionalism:
- using professional judgement and ethical decision-making;
- reflective practice;
- ongoing learning;
- providing service based on standards of the profession;
- being accountable for practice, decisions and conduct
Probing Questions
- How would you navigate conversations with colleagues around ethical responsibilities?
- What resources can you seek out if you feel your centre is not following their ethical responsibility?
Scenario One
You are a Kindergarten teacher who works in a neighbourhood school. You meet with a family who is enrolling their child in your class. You learn that the family has had a team meeting in the spring with your principal, and special education team. The mother, Mai, tells you that her son, Nanda, has an Autism Spectrum Disorder diagnosis. You go to your principal for support and she tells you that based on the assessment at the time of the team meeting, she and other staff are working to have Nanda placed in a special program for children/students with ASD. Her recommendation is not to take up too much time adapting your class because Nanda will likely change schools before the end of the year.
Scenario 1 Discussion Questions
- In what ways are the ethical standards being violated?
- As a professional what is your ethical responsibility?
- As a professional, how can you address the ethical dilemma with the principal?
Scenario One Background
Nanda was adopted at 9-months through an international adoption. His parents had been told that in an international adoption they should be aware of any developmental concerns. They do not want to have stereotypical attitudes about their son, but at 12 months Nanda had not said any words, and they noticed that other children were starting to speak. Physically he was growing well, and seemed “normal” on all the growth charts and physical milestones. One day, when Nanda was almost 28 months old, Mai (his mother) took him to the family doctor for an ear infection. At this appointment the family doctor referred them to a developmental paediatrician. Through this referral Nanda was connected to Autism services including behavioural therapy. The therapy focused on increasing Nanda’s use of language, and making more eye contact. Nanda’s parents, Mai and Le, worked hard on the therapy both at home and in a clinical setting.
Scenario Two
Sally is a grade 2 teacher working in a rural and northern community. It is fall report card time, so she is thinking about each student and reflecting on the beginning of the school year. She is concerned about the supports available in her community for children and families. She has two children/students in her class of 20 who have IEPs and one who has had a psycho-educational assessment but the results have not yet come. Sally also believes that some children/students in her class would benefit from more resources. In particular she thinks that several students in her class would benefit from children’s mental health services, but these are not readily available in that community. You are Sally’s colleague and she comes to you to ask what she should do.
Scenario 2 Discussion Questions
- Are there risks of ethical standards being violated in this situation? (Hint: through access to services?)
- As a professional, what is your ethical responsibility?
Scenario 2 Background
The two children/students with IEPs have made a great start to the year. Abdul wears a hearing aid and is quite active, but so far seems to be keeping up. Patsy had an accident a year earlier and has a traumatic brain injury. She has an educational assistant with her at all times. She seems to be recovering and the IEP says she is primarily with her peers for social benefits and language development. Both these children’s/students’ disabilities had intimidated Sally at first, but Sally is more concerned about the student whose psycho-educational assessment is pending and who has no diagnosis. The student, Michelle, is quiet and does not disrupt the class. In the last week, however, Sally has noticed that Michelle is actually not interacting with other children/students. Sally had been so busy that she has just now realized that Michelle has not put her hand up once since the beginning of the year.
Sally went to the office and looked at Michelle’s Ontario School Record (OSR). She was surprised to find that on the kindergarten registration, Michelle’s mother had written that Michelle had experienced some trauma in early childhood and that she was extremely shy in new situations. Sally realized that Michelle might be displaying signs of extreme shyness, and she was concerned about Michelle’s mental health. But Michelle was only in grade 2, and she did not know if a child/student that young should be labeled with a disability.
- What are some of the historical realities in Canada that have contributed to trauma in some communities?
- What are our ethical responsibilities to address systemic discrimination that has led to trauma?
Scenario Three
You are an Early Childhood Educator who works at a Child and Family Centre in the community. A family comes into your centre and the mother, tells you that she went to kindergarten registration at the local school. While she was filling out the paperwork, the mother told the school administrator that her daughter has down syndrome. The administrator was concerned that the school did not have any expertise about down syndrome and told the mother that she should probably find another school, or a special program for her child.
Scenario 3 Discussion Questions
- In what ways are the ethical standards being violated?
- As a professional what is your ethical responsibility?
- What factors other than a diagnosis of down syndrome are important in this situation?
Scenario 3 Background
Natalie has down syndrome and is 4-years-old. She has lived in the same neighbourhood her whole life. Natalie has had multiple hospitalizations that are a result of a heart condition. For this reason, her family has been concerned about Natalie’s social relationships because she did not attend many early years’ programs, and she does not have any siblings at home. She does have a cousin who is the same age and will be going to the local school. Natalie and her cousin are very close, in part because their families moved from outside of the community, and they are perceived to be “minorities” in this neighbourhood.