Page 18 - Inquiring into the Ethical Dimensions of Professional Practice

Vignette 11: The When Worlds Collide
Sometimes I would go into other teachers’ classrooms and be horrified! I observed students with special needs being given completely different work or sitting in one spot all day doing paperwork. As well, educational assistants were often working alone with the students in one corner of the class while the other students interacted with one another. I also witnessed occasions where educational assistants provided work to these students that was far too hard for them, and administered difficult tests that were impossible to be completed successfully. These types of learning assignments were not on the Individual Education Plans (IEPs) and the teachers knew that they were too hard for these students. I questioned my own professional responsibilities as I continued to remain a silent witness to these disturbing unethical practices.
Ethical Inquiry Cycle
Ethical Inquiry Dialogic Process
After reading the vignette, educators are invited to engage in critical reflection and dialogue related to the following ethical inquiry process:
1. Experience: Identify the ethical challenge(s), issue(s) or dimensions inherent within this vignette.
2. Reflection: Critically reflect on the underlying values or assumptions that are influencing the professional practices in this vignette.
3. Critical Analysis: Critically analyze this vignette through the ethics of Care, Respect, Trust and Integrity.
4. New Perspectives and Insights: Identify new insights or understandings have been gained from reading this vignette?
Ethical Knowledge and Action
Generate suggestions for enhancing the ethical awareness, sensitivity and ethical efficacy of the educators in this vignette?
16 Ontario College of Teachers