Lesson 1: Ethics

What Are Ethical Standards?

Paraeducators often face situations where their own interests, a student's interest or the school's interests may conflict. Ethical standards help us to become aware of the correct course of action with regard to a variety of perspectives other than just our own. We need to consider the ethical implications of the decisions that we make and the potential impact on students and other school staff.

Ethics are particularly important because paraeducators and teachers are placed in a position of authority over students. Students are often vulnerable and have limited influence, relying on paraeducators, teachers and parents to protect their best interests. Paraeducators are obligated to be as fully prepared as possible to function ethically, as well as legally, in the school environment. Ethical standards provide a framework for reflecting on appropriate behavior.

General Ethical Considerations for Working with Students with Disabilities

As an integral part of the educational team, paraeducators have a commitment to maintain ethical standards of behavior in their relationships with students, parents, their supervisor, and other school personnel. Teachers have a responsibility to help the paraeducator develop ethical responses to situations that arise. A code of ethics, such as the one provided below, can establish guidelines for appropriate behavior.

Accepting Responsibilities

• Engage only in non-instructional and instructional activities for which qualified or trained.
• Do not communicate progress or concerns about students to parents.
• Refer concerns expressed by parents, students, or others to your teacher or supervisor.
• Recognize that the supervisor has the ultimate responsibility for the instruction and behavior management of children and follow the directions prescribed by him/her.

Relationship with Students and Parents

• Discuss a child's progress, limitations, and/or educational program only with the supervising teacher in the appropriate setting.
• Discuss school problems and confidential matters only with appropriate personnel, and only when students are not present.
• Refrain from engaging in discriminatory practices based on a student's handicap, race, sex, cultural background or religion.
• Respect the dignity, privacy, and individuality of all students, parents, and staff members.
• Present yourself as a positive adult role model.
• Use behavior management strategies which are consistent with standards established by the local school district and classroom teacher.

Relationship with the Teacher

• Recognize the role of the teacher as supervisor.
• Express differences of opinion only when students are not present.
• Establish communication and a positive relationship with the teacher.
• Discuss concerns about the teacher or teaching methods directly with the teacher.
• If issues are not resolved, then discuss concerns only with the teacher's supervisor.
• Do not discuss teacher problems with students, other teachers, paraeducators or parents.
• Follow the behavior management approach as established by the teacher.

Relationship with the School

• Accept responsibility for improving skills.
• Become familiar with school policies and procedures.
• Represent the school and its programs in a positive manner.
• When problems cannot be resolved utilize the grievance procedures outlined by the local school district.
• The paraeducator should refrain from:
  1. airing school problems and confidential matters, including personalities, outside of school circles;
  2. discussing administrative, interdepartmental and interschool problems in the presence of pupils; and
  3. gossiping about problems with those who cannot assist in the solution.

Ultimately these ethical guidelines mean that both the teacher and the paraeducator must take responsible action to insure that the best interests of individual students are being met. The ethical responsibility for the proper use of paraeducators rests with the special education teacher and administrator. The paraeducator must be specifically prepared to uphold the ethics of the teaching community.