Do No Harm

Abstract

Children with disabilities are not only inherently vulnerable as children but are situationally vulnerable because of their disability status. The power differential between children with disabilities and their families and the educators who work with them increases the likelihood for children and families to be harmed. Educators who reduce the risk of harm are intentional in their actions and decision-making, using their knowledge of special education law to drive their practices. These educators are highly ethical and understand the foundational nature of relationships. They hold each other, as well as institutional policy and procedure, accountable for safety, fairness, and equity. This chapter explores the capacity of all educators to do harm and the strategies to minimize this risk.