Under deontology, an act may be considered right even if the act produces a bad consequence,  if it follows the rule or moral law. According to the deontological view, people have a duty to act in a way that does those things that are inherently good as acts "truth-telling" for exampleor follow an objectively obligatory rule as in rule utilitarianism. Kant then argues that those things that are usually thought to be good, such as intelligenceperseverance and pleasurefail to be either intrinsically good or good without qualification.
Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities 1. Identify and use evidence-based practices that are appropriate to their professional preparation and are most effective in meeting the individual needs of individuals with exceptionalities.
Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and individualize instruction variables in response to assessment results.
Create safe, effective, and culturally responsive learning environments which contribute to fulfillment of needs, stimulation of learning, and realization of positive self-concepts.
Participate in the selection and use of effective and culturally responsive instructional materials, equipment, supplies, and other resources appropriate to their professional roles. Use culturally and linguistically appropriate assessment procedures that accurately measure what is intended to be measured, and do not discriminate against individuals with exceptional or culturally diverse learning needs.
Only use behavior change practices that are evidence-based, appropriate to their preparation, and which respect the culture, dignity, and basic human rights of individuals with exceptionalities. Support the use of positive behavior supports and conform to local policies relating to the application of disciplinary methods and behavior change procedures, except when the policies require their participation in corporal punishment.
Refrain from using aversive techniques unless the target of the behavior change is vital, repeated trials of more positive and less restrictive methods have failed, and only after appropriate consultation with parents and appropriate agency officials.
Do not engage in the corporal punishment of individuals with exceptionalities. Report instances of unprofessional or unethical practice to the appropriate supervisor.
Recommend special education services necessary for an individual with an exceptional learning need to receive an appropriate education. Represent themselves in an accurate, ethical, and legal manner with regard to their own knowledge and expertise when seeking employment.
Ensure that persons who practice or represent themselves as special education teachers, administrators, and providers of related services are qualified by professional credential.
Practice within their professional knowledge and skills and seek appropriate external support and consultation whenever needed. Provide notice consistent with local education agency policies and contracts when intending to leave employment. Adhere to the contracts and terms of appointment, or provide the appropriate supervisor notice of professionally untenable conditions and intent to terminate such employment, if necessary.
Advocate for appropriate and supportive teaching and learning conditions. Advocate for sufficient personnel resources so that unavailability of substitute teachers or support personnel, including paraeducators, does not result in the denial of special education services.
Seek professional assistance in instances where personal problems interfere with job performance. Ensure that public statements made by professionals as individuals are not construed to represent official policy statements of an agency.
Respond objectively and non-discriminatively when evaluating applicants for employment including grievance procedures.
Resolve professional problems within the workplace using established procedures. Seek clear written communication of their duties and responsibilities, including those that are prescribed as conditions of employment.
Expect that responsibilities will be communicated to and respected by colleagues, and work to ensure this understanding and respect. Promote educational quality and actively participate in the planning, policy development, management, and evaluation of special education programs and the general education program.
Expect adequate supervision of and support for special education professionals and programs provided by qualified special education professionals. Expect clear lines of responsibility and accountability in the administration and supervision of special education professionals Professional Development Special Education Professionals: Maintain a personalized professional development plan designed to advance their knowledge and skills, including cultural competence, systematically in order to maintain a high level of competence.
Maintain current knowledge of procedures, policies, and laws relevant to practice. Engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance.
Advocate that the employing agency provide adequate resources for effective school-wide professional development as well as individual professional development plans. Participate in systematic supervised field experiences for candidates in preparation programs.
Participate as mentors to other special educators, as appropriate. Professional Colleagues Special Education Professionals: Recognize and respect the skill and expertise of professional colleagues from other disciplines as well as from colleagues in their own disciplines.
Strive to develop positive and respectful attitudes among professional colleagues and the public toward persons with exceptional learning needs. Collaborate with colleagues from other agencies to improve services and outcomes for individuals with exceptionalities.
Collaborate with both general and special education professional colleagues as well as other personnel serving individuals with exceptionalities to improve outcomes for individuals with exceptionalities.The knowledge management practice is based on a need to measure knowledge, exploit intellectual capital and use computer-based knowledge management systems, “thereby divesting certain forms of social practice of their social, ethical, political and moral values” (Rowley, ).
knowledge it is the first study which measured the impact of trust on knowledge sharing in the banking sector and also the first to investigate the contribution of Islamic Work Ethics on Trust development and how it contributes in Knowledge Sharing.
In the contemporary socio-economical scenario, knowledge sharing has become a crucial topic for discussion. As the economy of the societies becoming knowledge centric, knowledge production and dissemination by the educational and other social institutions must play an important role.
Genomic knowledge sharing: A review of the ethical and legal issues. Author links The importance of genomic information for care of individual patients and for the development of knowledge about treatment efficacy is becoming increasingly apparent.
Thus it would be unethical to use a database assembled to improve understanding of the. the knowledge sharing process are classified as ethical and unethical. Increase in unethical behaviors decrease the effect of knowledge sharing on the employee performance.
As part of the new “sharing economy”, Uber and similar tech-based firms such as Airbnb, TaskRabbit and BlaBlaCar leverage the ease of data-sharing available in the internet age and a sense of trust in online communities.