Professional Ethic Dilemma Solving Styles of Teachers in Special Education

Abstract

The current study investigated the steps followed by teachers working in special education field to solve ethical dilemmas, their dilemma solving styles, as well as their viewpoints regarding the dilemma situations. A total of 15 teachers, who worked in different institutions for children with special needs, participated in the study. The study employed a qualitative case study research design. The data were collected through ethical dilemma mock scenarios and structured interview questions related to them. The data were thematized using descriptive analysis under 10 headings in Ethical Codes Guidebook for Special Education Teachers. Furthermore, the results were visualized to describe participant behaviors across themes. As a result, teachers in special education field could find solutions for potential ethical dilemmas, offer suggestions for colleagues, and evaluate the results.