1. Consideration for our Students
with Autism Spectrum Disorders
Ethical Concerns
Presenter: Lora Scheler

2. Our objectives:
• To define ethics in educating all students,
specifically with ASDs.
• To identify what we can do as educators
when building our working relationship with
students and their families
• Understanding how we may solve situations
which may have legal and ethical
consequences

3. Group A & B Discussions:
What types of learners are in your class?
What are some ways to organize your classroom, so that all students
are able to effectively learn?
What qualities help us to become effective teachers?
What qualities help us build working relationships with special education students and
their families?

4. Build Trust
• Turnball and colleagues (2006) describe partnerships between
families and professionals as relationships in which there is
mutual agreement to defer to each other’s judgments and
expertise as appropriate for securing outcome for students,
other family members, and professionals. They describe an
effective partnership with the visual aid of an arch with trust
as the keystone. Trust is built when partners communicate in
open and honest ways, when there is mutual respect, when
there is a commitment, when power and advocacy are shared,
and when professionals are competent in providing a quality
education. (Turnball, 2006)

5. Prevent problems
Be sensitive to emotional needs Keep your conscience primed
Be available and accessible Pinpoint & document problems
Go “above & beyond” Create win-win situations
Respect
Honor cultural diversity
Trust Commitment Share power
Foster
Affirm strengths empowerment
Treat students & families Provide options
with dignity
Professional
Competence
•Be reliable Equality
•Use sound
judgment
•Maintain
Confidentiality
Be friendly,
Listen, be clear,
•Trust Yourself Provide quality
Education
Be honest, provide Continue to learn
And coordinate
Communication Advocacy Set high expectations
information
(Turnball, 2006) & (Hall, 2009)

6. Our ethical obligation……..
As teachers, it is our ethical obligation to practice cognitive flexibility and
attempt the use of many learning strategies & tools for all students.

7. What works for one, may not
work for the other!
• Visual Aids ~ what are these? • Pay attention to processing and
• Provide precise, positive praise pacing issues
while the student is learning • Use concrete examples
• Use meaningful reinforcements and hands-on activities
• Plan tasks at an appropriate level • Use task analysis
of difficulty • Use discrete trial methods
• Use age-appropriate materials • Introduce unfamiliar tasks in a
• Provide opportunities for choice familiar environment when
• Break down oral instructions into possible
small steps • Organize teaching materials and
the situation to highlight what is
important

8. What works for one, may
continuation of:
not work for the other!
•Encourage independent effort and incorporate
Proactive measures to reduce the likelihood
of becoming dependent on prompts
•Direct and broaden fixations
into useful activities
•Know the individual and maintain
a list of strengths and interests
•Develop talent and interest areas

9. Group A Scenario
John is a 10th grader in your World History class this year. You are
aware of his disability and have a snapshot of his IEP accommodations
and supplementary aides.
Due to budget cut-backs, you only have one paraeducator in the classroom
to assist with the twelve special ed students.
Today is their chapter 4 quiz and John should be receiving his “read entire”
accommodation, along with three other special ed students, however,
there is one student who requires a scribe.
As the teacher, you decide to have the paraeducator scribe for the one
student.
You tell the other special ed students to “raise their hand if they need
something read aloud on the exam”. You do not offer them the “read
entire” accommodation that is indicated on their IEP.
Is this a legal and/or ethical issue? What may be possible fallouts as a
Result of your decision to implement accommodations or not? What are
Solutions to managing this and similar situations?

10. Group B Scenario
Lane is a 9th grader who is diagnosed with Asperger’s. He is in your study skills class
to work on his homework, completion of class work assignments, and study/review
for any upcoming exams. Lane is a very cooperative student who comes to class
with all his supplies and materials to do his work. He usually comes to class and
begins his assignments quickly and quietly. In the same class, is Lisa who struggles
with her organization and attention. She requires on-going, consistent support to
organize her work, initiate and maintain working on her assignments throughout
the 80 minute class.
You are the special education teacher in this class of seven students. You notice that
the other six students make attempts to work on their individual assignments, however,
they are in this class specifically to develop and fine-tune their study skills.
your attention is taken up by Lisa almost every day for the entire class period.
Is there a problem here?
What is your ethical obligation in this situation?
How can you better manage this situation, so that all students are given equal
opportunity ?

11. What can I try differently next time?
No single classroom management approach is successful for all
students. Students’ needs change over time, making it necessary
for teachers to try various approaches. (Pierangelo & Giuliani, 2008)
Examine the instructional plan and noninstructional activities for problem
areas that may result in sensory overload or frustration for the
student. Make available sensory experiences that are calming for the
student to accompany potentially frustrating tasks. Whenever possible,
adapt tasks and materials to promote successful participation. When
feasible, decrease environmental distractions and reduce activities that
confuse, disorient, or upset the student and interfere with learning.
(Pierangelo & Giuliani, 2008)

12. One of the most effective ways teachers can
prepare for the inclusion of a student with ASD is
to develop an understanding about the disorder
by obtaining accurate information.
Having access to accurate information fosters
understanding and facilitates a positive attitude
toward the challenge of including a student with
ASD.
(Pierangelo, R. & Giuliani, G., 2008)

13. References:
Pierangelo, R., & Giuliani, G. (2008). Teaching students with autism spectrum
disorders: A step-by-step guide for educators. Thousand Oaks, CA: Corwin Press.
Turnbull, Ann; Turnbull, Rudi; Erwin, Elizabeth J.; Soodak, Leslie C. (2006).
Families, professionals, and exceptionality: Positive outcomes through partnership
and trust. Columbus, OH: Merill/Prentice Hall.