Ethical Principles and Professional Practice Standards for Special Educators. Awesome Minecraft Buildings there. Special Education Professional Ethical PrinciplesPDF versionProfessional special educators are guided by the CEC professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. Emule 0.45 Gratis Italiano Per Xp 0.49'>Emule 0.45 Gratis Italiano Per Xp 0.49. Ethiopian Food, Medicine Healthcare Administration Control Authority EFMHACA GOOD MANUFACTURING PRACTICE GUIDELINE FOR PHARMACEUTICAL PRODUCTS. Practicing collegially with others who are providing services to individuals with exceptionalities. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making. Using evidence, instructional data, research, and professional knowledge to inform practice. Protecting and supporting the physical and psychological safety of individuals with exceptionalities. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities. Practicing within the professional ethics, standards, and policies of CEC upholding laws, regulations, and policies that influence profes sional practice and advocating improvements in the laws, regulations, and policies. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities. Engaging in the improvement of the profession through active participation in professional organizations. Participating in the growth and dissemination of professional knowledge and skills. Translations. CEC Ethics in Arabic. CEC Ethics in English. CEC Ethics in Greek. CEC Ethics in Korean. CEC Ethics in Russian. CEC Ethics in Spanish. ImageType-100/0954-1/{82DD3ACC-BD04-44F4-BEDB-B350A1E124D5}Img100.jpg]];var lpix_1=pix_1.length;var p1_0= [[400' alt='Principle And Practice Of Marketing Pdf' title='Principle And Practice Of Marketing Pdf' />Professional ethical principles and practice standards reinforce respect of diverse characteristics and needs of individuals with exceptionalities and their families. CEC Ethics in Traditional Chinese. Translations coordinated by Alice Farling on behalf of DISES. Special Education Standards for Professional PracticePDF versionTeaching and Assessment. Special Education Professionals. Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities. Cliff Atkinson and Richard E. Mayer V 1. 0 31504 1 Five ways to reduce PowerPoint overload by Cliff Atkinson and Richard E. Mayer Executive Summary. Patients First Engaging the Hearts and Minds of Nurses with a PatientCentered Practice Model. Are you involved in technologyenhanced learning, teaching and research, learning design, applications development, interactive media or senior management responsible. QUESTIONS AND ANSWERS 6 The Principle of Separation Interaction between industry and Healthcare Professionals Healthcare Organisations must not be misused to. The Marketing Book Fifth Edition Edited by MICHAEL J. BAKER OXFORD AMSTERDAM BOSTON LONDON NEW YORK PARIS SAN DIEGO SAN FRANCISCO SINGAPORE SYDNEY TOKYO. Identify and use evidence based practices that are appropriate to their professional preparation and are most effective in meeting the individual needs of individuals with exceptionalities. Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and individualize instruction variables in response to assessment results. Create safe, effective, and culturally responsive learning environments which contribute to fulfillment of needs, stimulation of learning, and realization of positive self concepts. Participate in the selection and use of effective and culturally responsive instructional materials, equipment, supplies, and other resources appropriate to their professional roles. Use culturally and linguistically appropriate assessment procedures that accurately measure what is intended to be measured, and do not discriminate against individuals with exceptional or culturally diverse learning needs. Stronghold Crusader 2 Map Editor more. Only use behavior change practices that are evidence based, appropriate to their preparation, and which respect the culture, dignity, and basic human rights of individuals with exceptionalities. Support the use of positive behavior supports and conform to local policies relating to the application of disciplinary methods and behavior change procedures, except when the policies require their participation in corporal punishment. Refrain from using aversive techniques unless the target of the behavior change is vital, repeated trials of more positive and less restrictive methods have failed, and only after appropriate consultation with parents and appropriate agency officials. Do not engage in the corporal punishment of individuals with exceptionalities. Report instances of unprofessional or unethical practice to the appropriate supervisor. Recommend special education services necessary for an individual with an exceptional learning need to receive an appropriate education. Professional Credentials and Employment. Special Education Professionals 2. Represent themselves in an accurate, ethical, and legal manner with regard to their own knowledge and expertise when seeking employment. Ensure that persons who practice or represent themselves as special education teachers, administrators, and providers of related services are qualified by professional credential. Practice within their professional knowledge and skills and seek appropriate external support and consultation whenever needed. Provide notice consistent with local education agency policies and contracts when intending to leave employment. Adhere to the contracts and terms of appointment, or provide the appropriate supervisor notice of professionally untenable conditions and intent to terminate such employment, if necessary. Advocate for appropriate and supportive teaching and learning conditions. Advocate for sufficient personnel resources so that unavailability of substitute teachers or support personnel, including paraeducators, does not result in the denial of special education services. Seek professional assistance in instances where personal problems interfere with job performance. Ensure that public statements made by professionals as individuals are not construed to represent official policy statements of an agency. Objectively document and report inadequacies in resources to their supervisors andor administrators and suggest appropriate corrective actions. Respond objectively and non discriminatively when evaluating applicants for employment including grievance procedures. Resolve professional problems within the workplace using established procedures. Seek clear written communication of their duties and responsibilities, including those that are prescribed as conditions of employment. Expect that responsibilities will be communicated to and respected by colleagues, and work to ensure this understanding and respect. Promote educational quality and actively participate in the planning, policy development, management, and evaluation of special education programs and the general education program. Expect adequate supervision of and support for special education professionals and programs provided by qualified special education professionals. Expect clear lines of responsibility and accountability in the administration and supervision of special education professionals. Professional Development. Special Education Professionals 3. Maintain a personalized professional development plan designed to advance their knowledge and skills, including cultural competence, systematically in order to maintain a high level of competence. Maintain current knowledge of procedures, policies, and laws relevant to practice. Engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance.