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Module 11 – Chapter 15: Ethical Judgments Discussion

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Module 11 – Chapter 15: Ethical Judgments Discussion

Question One: Liam’s Behaviors

Liam’s behaviors are very challenging, and moving him to another setting will not help change these behaviors. Instead, the school should focus on finding a way to help him stay in the class. Inclusion is an effective strategy that would help Liam, giving him a supportive environment that will help yield positive and best outcomes for the student. Notably, moving Liam to a different setting will hinder his social interaction and development: Module 11 – Chapter 15: Ethical Judgments Discussion.

As such, targeted strategies aimed at helping Liam be more comfortable in the same class should be implemented, including sensory tools and classroom aids. These strategies will help manage his behaviors and benefit from peer interactions, thus enhancing his social development (Kostelnik et al., 2016).

Question Two: The Principal’s or Director’s Role

The role of the school’s principal or director is to support the parents and ensure that the child has a supportive learning environment. The director should mediate between the educators and parents while respecting parental concerns and insisting that Liam should be allowed to enhance his developmental needs in a typical environment. Another strategy involves framing the intervention as a collaborative effort on the part of the school rather than as a directive, suggesting the possibility of having specialists come to classrooms to watch children play to calm parental concerns. Besides, building trust is vital to encouraging consent for further evaluation.

Question Three: What’s Best for Liam and the Rest of the Class

The teacher should use positive management techniques such as a calm down corner and teaching the child explicit directions that can be helpful to Liam while ensuring order. At the same time, the teacher should balance what is best for Liam and what is best for the rest of the class. In this regard, explaining Liam’s unique needs to peers in an age-appropriate way can foster empathy and inclusion. On the other hand, if his behavior poses ongoing risks, the school may need to consider additional support or specialized services to balance the well-being of all children (Mitchell et al., 2018).

References

Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. (2016). Guiding children’s social development and learning. Cengage Learning.

Mitchell, B. S., Kern, L., & Conroy, M. A. (2018). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70–84. https://doi.org/10.1177/0198742918816518

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Question

If you have worked in early childhood classrooms over the past five years, the below behavior scenario is in every building across America. At CPDC, we have around 5 children a year who fit this exact storyline.

Ethical Dilemma Story: A Child’s Developmental Delays and Parental Denial

Scenario:

In an inclusive preschool classroom, Ms. Taylor, an experienced early childhood educator, observes a three-year-old child named Liam who appears to be struggling with developmental milestones compared to his peers. Liam has difficulty forming simple sentences, responding to social cues, and engaging in play with other children. These challenges are compounded by increasingly disruptive behaviors that affect both his learning ability and the overall classroom environment.

During circle time, Liam often becomes restless and has trouble following basic instructions, such as identifying shapes or colors. He frequently interrupts by loudly singing unrelated songs, shouting out answers, or standing up and wandering around the room. On multiple occasions, he has run out of the classroom unexpectedly, requiring Ms. Taylor or an assistant to chase after him, leaving the other children unattended.

Liam’s frustration during structured activities often escalates into destructive behavior. For example, while trying to complete tasks like stacking blocks or drawing shapes, he will throw the materials across the room or knock over other children’s work in anger. Recently, he pushed over a bookshelf during free play, startling his classmates and creating a safety hazard. His difficulty with transitions frequently causes delays; when asked to line up, he will dart around the classroom or hide under tables, requiring additional time and attention to redirect him.

In one particularly concerning incident, Liam threw a chair during a moment of frustration, narrowly missing another child. While no one was hurt, the incident left the other children visibly upset and hesitant to engage with Liam. His frequent outbursts and disruptive behaviors are not only hindering his ability to participate in learning activities but also impeding the focus and safety of the entire classroom.

Ms. Taylor documents these behaviors meticulously over several weeks, noting how they affect Liam’s learning, his relationships with peers, and the overall classroom dynamic. She consults with the center’s speech and occupational therapists, who strongly recommend further developmental screening and possibly early intervention services.

When Ms. Taylor meets with Liam’s parents, Mr. and Mrs. Evans, to share her observations and concerns, they become defensive. They insist that Liam is “just shy” and “a late bloomer,” attributing his behaviors to typical childhood energy rather than any developmental delay. They argue that the disruptive behaviors are overblown and accuse Ms. Taylor of unfairly singling out their son. Despite Ms. Taylor presenting documented evidence and developmental benchmarks, the parents refuse to consent to a referral for additional evaluation.

The parents also express frustration with the suggestion that Liam might need outside support, hinting they may withdraw him from the program if the issue is pressed further. Meanwhile, Ms. Taylor is deeply concerned about Liam’s unmet needs, the safety of the other children, and the learning environment in her classroom.

She feels torn between advocating for Liam’s developmental needs and respecting the parents’ autonomy, all while managing the immediate challenges his behaviors present. The teacher left crying and defeated from managing incidents all day.  The Director knows she might quit if something doesn’t change soon.

THINK ABOUT THESE BEFORE YOU ANSWER YOUR POST. Here are opinion questions designed to encourage diverse viewpoints and critical thinking, allowing classmates to explore the ethical dilemma from multiple perspectives:

  1. Safety vs. Inclusion:
    • Should Liam’s disruptive behaviors be considered a safety risk that justifies removing him from the classroom, or should the focus remain on inclusion and finding ways to support his development within the group? Why?
  2. Parental Autonomy vs. Professional Responsibility:
    • How much influence should parents have in decisions regarding developmental screenings and interventions? Should educators prioritize parental wishes, or is it their responsibility to advocate for the child, even against parental resistance?
  3. Impact on Peers:
    • Is it ethical to prioritize Liam’s needs if his behaviors significantly impede the learning and safety of other children in the class? How should the teacher balance the needs of one child against the needs of the group?
  4. Role of Leadership:
    • What steps should the principal or director take in this situation? Should they enforce intervention policies more strictly, or focus on mediating with the parents to preserve their relationship with the school?
  5. Long-Term Consequences:
    • If the parents refuse intervention, should the school take any further action, such as involving external agencies, or is it better to respect the parents’ decision and allow them to deal with the consequences later?
  6. Ethical Responsibility to the Child:
    • Should the teacher continue to push for intervention even if it strains her relationship with the family? At what point does advocating for the child overstep the educator’s ethical boundaries?
  7. Alternative Solutions:
    • Could external resources, such as a behavioral consultant or specialized training for the teacher, help address Liam’s behaviors without requiring parental consent? Should the school fund such interventions?
  8. Mandatory Intervention Policies:
    • Should schools implement mandatory developmental screenings for all students to avoid singling out specific children, or would this infringe too much on parental rights?
  9. Collaboration vs. Conflict:
    • What strategies could the teacher use to collaborate more effectively with Liam’s parents, and do you think it’s possible to reach a resolution without causing conflict?
  10. Cultural Sensitivity:
    • Could cultural or personal beliefs about child development and discipline be influencing the parents’ denial? How should the teacher navigate this if cultural factors are at play?
  11. The Role of Early Intervention:
    • Is early intervention always the best course of action, or can children “catch up” without it? What evidence supports either perspective?
  12. Teacher’s Ethical Dilemma:
    • If you were the teacher, would you consider escalating the issue to child welfare or another agency if the child’s needs remain unmet? Why or why not?
  13. Funding and Resources:
    • Should the school provide additional classroom resources (e.g., an aide or specialized training) to manage disruptive behaviors, or is this an unfair burden on the school’s budget and staff?
  14. Peer Involvement:
    • How should the other children in the classroom be taught to understand and cope with Liam’s behaviors? Should they be involved in learning about inclusion, or is this unfair to them?
  15. Should Behavior Determine Placement?
    • If Liam’s behaviors continue, should he be moved to a specialized classroom setting, or does this undermine the principles of inclusion and equal access to education?

Discussion Questions:

  1. Do you think Liam’s behaviors, like throwing things and running out of the classroom, are a good reason to move him to a different setting, or should the school focus on finding ways to help him stay in the class? Why? (100 words)
  2. What should the principal or director do here? Should they push the parents harder to get Liam evaluated, or try to support the family’s choices while still helping Liam? (100 words)
  3. Is it fair to keep Liam in the classroom if his behavior disrupts other kids’ learning and safety? How should the teacher balance what’s best for Liam and what’s best for the rest of the class? (100 words)

Points Breakdown:

________________________

After posting your original response, read other postings and post a response to at least three classmates using the following ABC Approach. Each peer response should be a minimum of 100 words.

ABC Method for Peer Responses

  1. Acknowledge:Summarize and recognize your peer’s main points to show understanding.
  2. Build:Add value by expanding their ideas with additional examples, insights, or resources.
  3. Challenge:Respectfully pose a question or alternative perspective to encourage further discussion.

    Module 11 – Chapter 15: Ethical Judgments Discussion

    Module 11 – Chapter 15: Ethical Judgments Discussion

RESPONSE SAMPLE: This is a 100-word response in ABC format.

  1. A) I agree that Liam’s behaviors are challenging for the teacher and the classroom. I worry about the blowback that may happen if another child gets hurt in the classroom and they know he has such outbursts. Or, what if licensure walks in, Liam runs out of the room, and the class is unattended? That could cause safety concerns, major fines, licensure reports, and a public relations nightmare.
    B) I think involving an early intervention specialist, as you mentioned, could also include a parent education component to address the family’s resistance. I must research what specialist could see a child without a parent’s permission.
    C) We do disagree with the way the school should interact. They should do more, or the teacher will quit, which would be worse than the family leaving. Should the principal enforce stricter boundaries with the parents if Liam’s behaviors threaten classroom safety? I wonder what their reservations may be about intervention. Do you see certain families are hesitant to make the referral?

Discussion posts should always be thoughtful, meaningful, and courteous.

We must strive to consistently achieve professionalism, even in discussion posts. For assistance, visit the MUW Writing Center or use apps or tools like Grammarly. As an educator, your grammar, sentence construction, and spelling matter!

Questions about how this will be graded? VIEW THE RUBRIC FOR Discussion Board Assignments!

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