DEC Code of Ethics and Thanks to All Colleagues

To All Classmates,

I must say, that this has been a rewarding yet challenging 7 weeks, and I am so excited that I have made it this far.  I have enjoyed getting to know my colleagues and I hope that with the next courses, that I will be able to get to know everyone even better.  With all that my family has battled this past month and half, It is quite apparent to me that, this program is exactly where I belong.  I am sure there have been things in all of our lives that could make us give up, but I am sure glad that we have all stuck out, and continue to reach for our dreams.  So, to everyone who has been a support to me and others and know that its the small things that measured very big, that has gotten me through, and I am thankful to everyone for your help.

I.

PROFESSIONAL PRACTICE encompasses the practice principles to promote and maintain high standards

of conduct for the early childhood special education professional. The early childhood special education

professional should base his or her behaviors on ethical reasoning surrounding practice and professional

issues as well as an empathic reflection regarding interactions with others. We are committed to beneficence

acts for improving the quality of lives of young children with disabilities and their families. The guidelines for

practice outlined below provide a framework for everyday practice when working with children and families

and with other professionals in the field of early childhood special education.

Professional and Interpersonal Behavior

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value

and human potential of each child.

4. We shall serve as advocates for children with disabilities and their families and for the

professionals who serve them by supporting both policy and programmatic decisions that

enhance the quality of their lives.

6. We shall build relationships with individual children and families while individualizing the curricula

and learning environments to facilitate young children’s development and learning.

My Interest:
The reason this portion of the DEC code of ethic interest me, is that I believe that we must value each child and their potential, we must advocate for every child, especially those with disabilities and that building relationships is an important factor when dealing with families and various educational environments, 

II.

PROFESSIONAL DEVELOPMENT AND PREPARATION is critical to providing the most effective services for

young children with disabilities and their families. Professional development is viewed and valued as an

ongoing process guided by high standards and competencies for professional performance and practice.

Professionals acquire the knowledge, skills, and dispositions to work with a variety of young children with

disabilities and their families within natural and inclusive environments promoting children’s overall growth,

development and learning, and enhancing family quality of life. Finally, professionals continually should seek

and interpret evidence based information for planning and implementing individually appropriate learning

environments linked to ongoing assessment and collaboration with parents and professional team members.

3. We shall be responsible for maintaining the appropriate national, state, or other credential or

licensure requirements for the services we provide while maintaining our competence in practice

and research by ongoing participation in professional development and education activities.

4. We shall support professionals new to the field by mentoring them in the practice of evidence and

ethically based services.

My Interest:
I think that it is important to make sure that requirements for the national, state or other credential is very important to maintain the quality of services provided, and I think that it is very important for all new professionals to receive the support to pursue the field with confidence from an "evidence and ethically based services."

III.

RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and

relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to

enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical

life activities. The early childhood special education professional will demonstrate respect for all families, taking

into consideration and acknowledging diverse family structures, culture, language, values, and customs.

Finally, families will be given equal voice in all decision making relative to their children. The following practice

guidelines provide a framework for enhancing children’s and families’ quality of lives.

1. We shall demonstrate our respect and concern for children, families, colleagues, and others with

whom we work, honoring their beliefs, values, customs, languages, and culture.

3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children

we serve.

4. We shall advocate for equal access to high quality services and supports for all children and

families to enhance their quality of life.

Responsive Family Centered Practice

1. We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs,

languages, and culture relative to their nurturance and support of their children toward achieving

meaningful and relevant priorities and outcomes families’ desire for themselves and their children.

2. We shall provide services and supports to children and families in a fair and equitable manner

while respecting families’ culture, race, language, socioeconomic status, marital status, and

sexual orientation.

3. We shall respect, value, promote, and encourage the active participation of ALL families by

engaging families in meaningful ways in the assessment and intervention processes.

4. We shall empower families with information and resources so that they are informed consumers

of services for their children.

5. We shall collaborate with families and colleagues in setting meaningful and relevant goals and

priorities throughout the intervention process including the full disclosure of the nature, risk, and

potential outcomes of any interventions.

6. We shall respect families’ rights to choose or refuse early childhood special education or related

services.

7. We shall be responsible for protecting the confidentiality of the children and families we serve by

protecting all forms of verbal, written, and electronic communication.

My Interest:
When working with families, I firmly believe a level of respect must be maintained when dealing with children and families.  As future professionals, it is important to take note to the diversity of the population being served and there should be a standard of respect in regards to "beliefs, values, customs, languages and culture." It is very important to strive to provide high quality services and provide appropriate support to the children and families that are served.  As professionals, we must always respect families rights to refuse services, even if they need the service, but most of all confidentiality is important and as a professional, we have oath to keep personal information on the families private.