Preamble--Statement of Purpose
The Code of Ethics of the American Academy of Special Education Professionals (AASEP) established principles and guidelines to enhance practice and inspire professional excellence. Members of AASEP must recognize a responsibility to children with special needs, their parents, the community, to other professionals, and to themselves.
AASEP adheres to the idea that a commonly held set of principles can aid in the individual exercise of professional judgment. The Code of Ethics speaks to the core values of the profession.
The term "Academy Members" as used throughout represents all members of the American Academy of Special Education Professionals
The following Six Principles adopted by the American Academy of Special Education Professionals (AASEP) are not laws, but standards of ethical behavior and conduct. Adherence to this Code of Ethics is a binding condition of membership in The American Academy of Special Education Professionals
Principle I: Academy Members nurture the academic, psychological, physical, and social potential of children with special needs
I-A. Academy Members promote growth in all students through the integration of academic, psychological, physical, and social learning.
I-B. Academy Members respect the inherent dignity and worth of the children with whom they work
I-C. Academy Members help children with special needs to value their own identity, learn more about their disabilities, and help them reflect on their own learning and connect it to their life experience.
Principle II: Academy Members apply their professional knowledge to create a professional and supportive environment for children with special needs
II-A. Academy Members apply their professional knowledge to promote student success.
II-B. Academy Members develop and implement programs based upon a strong understanding of human development and learning theory.
II-C. Academy Members advocate for necessary resources for students to achieve their highest level of success
II-D. Academy Members strive to ensure access to needed information, services, and resources for children with special needs.
Principle III: Academy Members commit to their own learning in order to develop their professional development.
III-A. Academy Members recognize that professional knowledge and development are the foundations of their practice.
III-B. Academy Members know their subject matter and respect the reciprocal nature of learning between themselves and the children with whom they work.
III-C. Academy Members engage in a variety of individual and collaborative learning experiences essential to develop professionally, drawing on and contributing to various forms of educational research to improve their own practice.
III-D. Academy Members practice within their areas of competence and develop and enhance their professional expertise.
III-E. Academy Members pursue knowledge of new developments and maintain competence in their respective fields through education, training, or supervised experience.
Principle IV: Academy Members respect, support, and collaborate with colleagues and other professionals in the interest of children with special needs with whom they work.
IV-A. Academy Members encourage and support their colleagues to build and maintain high standards.
IV-B. Academy Members respect fellow professionals and work to maintain a collegiality with the individuals in their respective professions.
IV-C. Academy Members shall not maliciously injure the professional reputation or practice of colleagues.
IV-D. Academy Members shall not make false or malicious statements regarding a colleague's competence, performance, or professional capabilities.
Principle V: Academy Members collaborate with parents of children with special needs and community, building trust and respecting confidentiality.
V-A. Academy Members cooperate with community agencies in using resources and building comprehensive services in support of children with special needs.
V-B. Academy Members partner with parents of children with special needs and other members of the community to enhance programs for children with special needs.
V-C. Academy Members understand how cultural diversity, family dynamics, gender, and community shape the lives of the individuals with whom they collaborate.
V-D. Academy Members understand that relationships between and among people are an important vehicle for change.
V-E. Academy Members respect the private nature of the special knowledge they have about children and their families and use that knowledge only in the students' best interests.
Principle VI: Academy Members advance the intellectual and ethical foundation of the learning community.
VI-A. Academy Members recognize the obligations of the trust placed in them.
VI-B. Academy Members are confidantes, mentors and advocates for growth and development.
VI-C. Academy Members recognize that they are role models for children, youth and the public.
VI-D. Academy Members are continually aware of the mission, values, ethical principles, and ethcal standards of AASEP, and practice in a manner consistent with them.
VI-E. Academy Members always seek to maintain the highest level of professionalism, integrity, and competence when working with children, youth parents, professionals, and all other members of society.