Liliana Bermejo
Professional Dispositions Reflection
The Council for Exceptional Children (CEC), using literature on best practices, has outlined expected professional dispositions for special educators. There are two principles on ethical practices, which the CEC has outlined, that I would like to highlight. The CEC explains that special educators are committed to, “maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background”(CEC). In my current school placement, I see this professional disposition in my day-to-day basis in my cooperating teacher, general/collaborative teacher, and other colleagues. Students with Individualized Education Programs are held to the same challenging expectations as students in general education.General education teachers, special education teachers, and administrators, are aware that students with exceptionalities may require additional supports, but they uphold these students with the highest possible learning outcomes; and this professional disposition is clearly exhibitedthrough teacher’s constant positive attitude and support during class, and through clear expectations being held by administrators school-wide.
Furthermore, CEC outlines that special educators are to uphold, “developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making” (CEC). As a teacher, one of the most important professional dispositions is to buildrelationships with students with exceptionalities and their families, as well as involving them in the decision making process, to demonstrate responsibility, commitment, and care towards the student’s future.My colleagues and cooperating teacher, and other individuals that make up my current school placement are involving families in the educational decision, such as including parents in the IEP meetings and other meetings regarding the student. However, I believe such relationships can be developed further. I have noticed, and I would add this is an area I need to more fully develop, parents are only involved when a meeting is approaching, not before or after. In addition to including families in their student’s education decision process like in IEP meetings, as I begin my professional career, I would increase communication throughout the year with my student’s family, updating them on progress and improvements.
Works Cited
Council for Exceptional Children. (n.d.). Retrieved February 24, 2016, from