Write a paper outlining the differences and similarities between international and US legislation.
Reflect on your colleague’s initial post, including similarities and/or differences in what you found.
Ask a probing or clarifying question.
Share additional insights you have gained regarding special education law and ethical practices.
Colleagues’ discussion:
The United States Legislation and International Legislation have some similarities. First, both legislations require free education for people with disabilities. The Individuals with Disabilities Act (IDEA) guarantees free, appropriate education for students with disabilities (Individuals with Disabilities Education Act., 2024). The United Nations requires state parties to ensure an inclusive education system at all levels and lifelong learning directed to people with disabilities to participate effectively in a free society (Article 24 Education United Nations, n.d.). Both IDEA and the United Nations also state that people with disabilities are not excluded from the general education system based on disability (Article 24 Education United Nations, n.d.). They also require teachers to have the appropriate tools and training to further educate students with disabilities. The United States ensures that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities (Individuals with Disabilities Education Act., 2024). The United Nations requires that appropriate measures be made to employ qualified teachers in sign language and/or Braille, and to train professionals and staff who work at all levels of education disability (Article 24 Education United Nations, n.d.).
While there were similarities in the State and International Legislation there were also some differences. The United States requires students to receive a personalized plan or individual education plan (IEP) to accommodate their needs within the school. There is no international law that requires this type of plan. International class size also varies in comparison to the United States. China has difficulty with its large class sizes in comparison to other countries (Agrawal, J., Barrio, et al. 2019). The large class sizes have proven to be difficult to support students with disabilities.
Educators have ethical responsibilities in supporting students with disabilities. While there are many rules of ethics to follow, there are three that stand out. First, educators must advocate for their students. This may include advocation for resources that will improve the learning outcomes of individuals with exceptionalities (Ethical principles and practice standards, n.d.). Second, educators must protect the student’s confidentiality, physical, psychological, and safety needs (Ethical Principles and Practice Standards, n.d.). Finally, educators must maintain a high level of professional competence and integrity and exercise professional judgment to benefit individuals with exceptionalities (Ethical Principles and Practice Standards, n.d.).
Educators can ensure ethical concerns are addressed and advocate for students with disabilities by being knowledgeable of the special education laws. Educators should be educated with professional knowledge and skills to seek appropriate external support and consultation whenever needed (Ethical Principles and Practice Standards, n.d.). As an educator, we should know the special education law, if we do not, we should seek support to clarify any questions. Educators must continue to advocate for our students from those who do not practice or follow ethical principles. Educators can do this by advocating for appropriate and supportive teaching and learning conditions as well as sufficient personnel resources and materials (Ethical Principles and Practice Standards, n.d.). Educators can also objectively document and report inadequacies in resources to their administrators and suggest appropriate corrective action (Ethical Principles and Practice Standards, n.d.).
