Professional Conduct in Inclusive and Special Education: Implications for Teacher-Student Relationship

Abstract

Professional conduct is central to effective learning environments, particularly in inclusive education, special education, and in shaping healthy teacher–student relationships. professionalism in educational settings encompasses ethical behavior, equitable treatment, confidentiality, respect, and ongoing reflective practice. Teacher training programs which emphasize ethics and relational skills significantly improve outcomes for students with special educational needs while deficits in professional conduct arising from inadequate training, weak policy implementation, and resource constraints undermine inclusive practices. This article reviews theoretical and empirical literature since 2015 on professional conduct in inclusive and special education, explores the dimensions of teacher–student relationships, examines challenges, suggest ways for strengthening integrity, accountability, and excellence in practice such as providing continuous professional training and institutionalizing accountability and supervision to mention but a few.