Professional Ethics in the Vision Field

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 12, 2025
As in any profession, educators and specialists in the field of visual impairments will encounter ethical dilemmas that require thoughtful reflection and action. While individual beliefs guide personal conduct, vision professionals must adhere to established codes of ethics that protect the rights and dignity of students and uphold the standards of our field. 

Ethical Principles in Special Education (CEC)

The Council for Exceptional Children (CEC)​ provides a Code of Ethics and Professional Practice Standards for educators of individuals with exceptionalities. These ethical principles help ensure quality, equity, and professionalism:
  • Maintain high expectations for each student.
  • Demonstrate a high level of competence and ongoing growth.
  • Promote inclusion and meaningful participation.
  • Foster respectful, collegial relationships with peers and teams.
  • Partner with families in a respectful and transparent manner.
  • Use evidence-based practices and instructional strategies.
  • Ensure the safety and dignity of individuals served.
  • Practice within ethical and professional boundaries.
  • Advocate for supportive conditions and resources.
  • Engage in continuous learning and sharing of knowledge.
Learn more: Ethical Principle and Practice Standards. ​

AER Code of Ethics

The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) adopted a profession-specific Code of Ethics in 1992. This applies to:
  • Teachers of Students with Visual Impairments (TVIs)
  • Orientation & Mobility (O&M) Specialists
  • Vision Rehabilitation Therapists
  • Low Vision Therapists
The code is organized around five core commitments:
  1. Commitment to Persons Served
  2. Commitment to the Community
  3. Commitment to the Profession
  4. Commitment to Colleagues
  5. Commitment to the Professional Employer
Professionals certified in these areas are required to uphold the ethical standards aligned with their certification and role.

Key Ethical Responsibilities

AER standards outline specific areas of ethical consideration for certified VI professionals. These include:
  • Know and apply current laws and policies protecting individuals with visual impairments.
  • Demonstrate integrity, sound judgment, and professional competence.
  • Advocate ethically for appropriate services and supports.
  • Maintain a professional demeanor and adhere to school and agency protocols.
  • Commit to evidence-based practice and continuous learning.
  • Respect and respond to diversity across culture, language, religion, gender, disability, socioeconomic status, and sexual orientation.
  • Practice within the scope of your training and seek help when needed.
  • Evaluate information using reliable, valid research and data sources.

Facing Ethical Dilemmas

Ethical challenges are inevitable. When they arise, use the strategies shared by Kay Holbrook and Alan Koenig in Foundations of Education, Vol. 1:
  • Do what is right for each student, based on their unique needs.
  • Always advocate for your students and their families.
  • Be a professional, not just an employee, who maintains the highest standards.
  • Do not condone or support the misuse of paraeducators or unqualified individuals in roles that require certified professionals.
  • Push for high-quality and expanded services for students who are blind or have visual impairments.
“Following a carefully defined professional code of ethics and applying it throughout one’s professional life helps to ensure that the education offered to children and youths with disabilities is of the highest quality and that improvements are continually sought.”
— Koenig & Holbrook, Foundations of Education, Vol. 1, p. 262
"Following a carefully defined professional code of ethics and applying it throughout one’s professional life helps to ensure that the education offered to children and youths with disabilities is of the highest quality and that improvements are continually sought.” 
-Koenig & Holbrook, Foundations of Education, Vol. 1 p. 262