Ethical and Social Decisions of Teachers of Students with Intellectual

Ethicaland Social Decisions of Teachers of Students with IntellectualDisabilities

Ethicaland Social Decisions of Teachers of Students with IntellectualDisabilities

People(including teachers and parents) who socialize with students withintellectual disabilities find themselves in situations that demandsocial and ethical decisions. During the early childhood (birth tothe age of five years), families and the society tried to adjust toone of their members with ID, which involves a lot of decisions(Caffie, 2015). One of the ethical issues arises when parents andmembers of the society realize that the child may not live long. Thiscalls for an ethical decision on whether to continue using radicalmeasures to enhance the well being the kid and prolong its life orjust let the child die (Caffie, 2015). Some families find it afinancial burden to give specialized attention and take care of thespecial needs of children with ID.

Inaddition, kids are introduced into the formal learning system duringearly childhood, but this is associated with multiple challenges forkids with ID. For example, teachers are required to decide on whetherchildren with ID should be institutionalized, given differentiatedinstructions and assessment, or be given special assistance incollaborating with others in literacy as well as the out of classroomactivities (Caffie, 2015).

Resolutions

Theaforementioned social and ethical concerns can be addressed in threeways. First, support groups can be useful to parents of childrensuffering from ID. Support groups give members an opportunity toshare their challenges with people going through similar challenges(Knollman, 2015). Support groups can provide them with an opportunityto learn new skills on how to love and take care of their children.This will encourage parents to continue using radical measures tosupport their children with ID. Parents may also get new sources offunds to finance the medication of their children, which will resolvethe financial challenge. Secondly, students suffering from ID shouldbe engaged in literacy and communication in order to help them have abalanced developed just like other students. Teachers and parentsshould be trained on how to engage their students with this type ofspecial need. Third, students with ID should be engaged in socialdevelopment, which can be achieved by supporting and helping themtake part in social activities (such as games with other children(Knollman, 2015). This can give them a platform to learn how tosocialize with other children and feel part of the community, whichwill in turn reduce the need for institutionalizing them.

Inconclusion, children with ID need special care from parents andteachers in order to help them achieve balanced development. This canbe achieved by introducing parents to support groups and giving themspecial training on how to handle their children.

References

Caffie,J. (2015). Intellectual disability: Social and ethical decisions. AChild with Needs.Retrieved August 7, 2015, fromhttp://www.achildwithneeds.com/disabilities/intellectual-disability/intellectual-disability-social-and-ethical-decisions/

Knollman,G. (2015). Intellectual disability. PartnersResource Network.Retrieved August 7, 2015, fromhttp://www.partnerstx.org/intellectual-disability