Tensions and Transformations: Using an Ethical Framework to Teach a Course on Disability Law to Future Educational Leaders

Educational professionals have the challenging responsibility of serving a highly diverse population of students. Laws such as the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act (NCLB, 2001), the Individuals with Disabilities Education Act (IDEA, 2004), the...

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Bibliographic Details
Published in:Journal of school leadership 2015-11, Vol.25 (6), p.1130-1168
Main Authors: Pazey, Barbara L, Cole, Heather A
Format: Article
Language:English
Subjects:
Administrator Education
Case studies
Civil Rights Legislation
College graduates
College Instruction
Course Content
Course Organization
Disabilities
Disabled children
Disabled students
Educational finance
Educational Legislation
Equal Education
Ethics
Federal Legislation
Graduate Students
Instructional Effectiveness
Law Related Education
Laws, regulations and rules
Social services
Students with Disabilities
Study and teaching
Teaching
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Summary:Educational professionals have the challenging responsibility of serving a highly diverse population of students. Laws such as the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act (NCLB, 2001), the Individuals with Disabilities Education Act (IDEA, 2004), the Vocational Rehabilitation Act of 1973, and the Americans with Disabilities Amendment Act (ADAA, 2008), underscore the obligation to account for the needs of both children and adults with disabilities. As leaders face competing needs and demands, they confront ethical dilemmas that require a sophisticated framework to help resolve such issues. Relying on narrative analysis, this article explores the authors' experience using an ethical framework to teach a course on disability law to graduate level education students. The reflective process that led to the integration of an ethical framework into the curriculum and instruction of a law-related course is discussed, as is the actual implementation of the model and its effect on students as evidenced through coursework, class discussions, course evaluations and personal communication. Further, the article documents the impact of utilizing an ethical framework in the evolution of the course over time providing practical information on course structure and delivery. The article concludes with implications for leadership preparation particularly with respect to education and understanding of students with disabilities. Recommendations are made for additional research and inquiry regarding the infusion of ethical frameworks into the overall curriculum and coursework within leadership preparation programs.
ISSN:1052-6846
DOI:10.1177/105268461502500605