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Doctors, ethics and special education

P Alderson1, C Goodey

  • 1Social Science Research Unit, University of London Institute of Education.

Journal of Medical Ethics
|April 29, 1998
PubMed
Summary
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Health professionals often recommend special schools for children with special needs, unaware of their ineffectiveness. This research questions the ethics and justice of such advice, advocating for informed educational choices.

Area of Science:

  • Pediatrics
  • Special Education
  • Public Health Ethics

Background:

  • Health professionals advise on education for children with disabilities.
  • Cooperation between health professionals and local education authorities (LEAs) is common.
  • Current trends favor mainstreaming children with special needs.

Purpose of the Study:

  • To compare the effects of special schools versus ordinary schools on children with special needs and their families.
  • To critically evaluate the advice given by health professionals regarding special education.
  • To explore the ethical implications of educational placements for children with diverse needs.

Main Methods:

  • Qualitative research project.
  • Comparative analysis of special and ordinary school settings.
Keywords:
Education Act 1981 (Great Britain)Empirical ApproachProfessional Patient Relationship

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  • Examination of health professionals' roles and recommendations.

    • Main Results:

    • Special schools are frequently recommended by health professionals who lack awareness of their ineffectiveness.
    • The advice provided by health professionals raises ethical concerns regarding beneficence and justice.
    • Significant administrative and ethical issues arise from the collaboration between health services and LEAs.

    Conclusions:

    • The effectiveness of special schools requires critical assessment by health professionals.
    • Ethical considerations are paramount when advising on educational placements for children with disabilities.
    • There is a need for greater understanding of educational outcomes when recommending special schools over mainstreaming.