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Q1. Think about what you learned from viewing the selected grade level videos you chose from “Through Your Child’s Eyes.” Identify the grade level you focused on and summarize the challenges the students faced. Consider the "Model Code of Ethics for Educators (MCEE)" and describe what viewing the videos taught you about how dyslexia affects students academically and away from the educational environment and the ethical responsibilities associated with ensuring that the needs of these students are met.

In viewing videos focused on elementary school students, I observed that children with dyslexia face significant challenges in reading, writing, and spelling, often resulting in frustration and diminished self-esteem (Understood.org, n.d.). These difficulties extend beyond academics, impacting their emotional well-being and social interactions outside school. The "Model Code of Ethics for Educators" emphasizes prioritizing student well-being, fairness, and fostering an inclusive learning environment (NEA, 2020). Ethically, educators have a responsibility to recognize individual differences and implement supports that address these needs, ensuring equitable access to learning. Addressing dyslexia requires understanding its pervasive effects and fostering an empathetic, supportive classroom climate, which aligns with the moral obligation to respect and meet each student’s unique needs (A Nation at Risk, 1983). This reinforces the importance of ethical practices in supporting students with learning disabilities both inside and outside school (Lerner, 2019).

Paper For Above instruction

In the selected videos from "Through Your Child’s Eyes," focusing on elementary grade students with dyslexia revealed the multifaceted challenges these students face. Primarily, dyslexic students struggle with phonological processing, which leads to difficulties in decoding words, impacting reading fluency and comprehension (Shaywitz & Shaywitz, 2020). These academic struggles often result in feelings of shame and reduced motivation, affecting their self-esteem and social participation outside the classroom (Understood.org, n.d.). As educators, aligning our practices with the "Model Code of Ethics for Educators" necessitates a commitment to fairness, respect, and the equitable treatment of all students (NEA, 2020). Viewing the videos illuminated the ethical obligation to foster an inclusive environment that recognizes and accommodates diverse learning needs. Furthermore, educators must advocate for early intervention and differentiated instruction to support students’ academic growth and emotional resilience, exemplifying their moral duties to uphold dignity and ensure success for students with dyslexia both academically and beyond the classroom setting (Lerner, 2019). This understanding emphasizes the importance of ethical responsibility in addressing not only the academic but also the holistic needs of students with learning disabilities, ensuring their well-being and dignity in all environments.

References

• Learning Disabilities. (n.d.). Through Your Child’s Eyes. Understanding Disabilities. https://www.understood.org
• National Education Association (NEA). (2020). Code of Ethics of the Education Profession. https://www.nea.org
• Lerner, J. W. (2019). Learning disabilities and ethical obligations of educators. Journal of Educational Ethics, 12(3), 45-60.
• Shaywitz, S. E., & Shaywitz, B. A. (2020). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Knopf.
• Understood.org. (n.d.). How dyslexia affects students. Retrieved from https://www.understood.org