Code of Professional Conduct
RETA’s Guiding Values
The role of an Educational Therapist is to provide individualised intervention based on a student’s assessed Specific Learning Difference* profile.
RETA adopts the following guiding values of Respect, Integrity, Competence and Empathy (RICE)[1] to aid in the understanding of the behaviour and standards expected of Educational Therapists working in the field of Specific Learning Differences. These guiding values place a responsibility on Educational Therapists to always be aware of their conduct, and be conscious of creating an environment where all are proud and happy to function in.
RESPECT
Educational Therapists uphold human dignity by promoting equality alongside cognitive and emotional development. In their professional practice, Educational Therapists respect the freedom of individuals, cultural and spiritual values, social equality and justice, diversity, and the environment.
COMPETENCE
Educational Therapists demonstrate competence by always performing at the best of their professional ability. Being committed to Continuing Professional Development is an essential quality that allows Educational Therapists to remain fully competent in their profession and practice.
THE ROLE OF AN EDUCATIONAL THERAPIST IS TO PROVIDE INDIVIDUALISED INTERVENTION BASED ON A STUDENT'S ASSESSED SPECIFIC LEARNING DIFFERENCE PROFILE
INTEGRITY
Educational Therapists exercise integrity through their professional commitments, conduct and responsibilities. The guiding value of integrity embodies reliability, honesty, and trust. Trust is integral to an Educational Therapist’s relationship with stakeholders such as students, colleagues, parents, and members of the public.
EMPATHY
Educational Therapists must be motivated by the best interests of the students under their care. Educational Therapists demonstrate empathy by being committed to their profession, being a positive influence, and possessing professional judgement.
RETA adopts the following guiding values of Respect, Integrity, Competence and Empathy (RICE)[1] to aid in the understanding of the behaviour and standards expected of Educational Therapists working in the field of Specific Learning Differences. These guiding values place a responsibility on Educational Therapists to always be aware of their conduct, and be conscious of creating an environment where all are proud and happy to function in.
* A Specific Learning Difference (SpLD) encompasses a range of strengths and weaknesses that impacts upon a person’s ability to acquire certain skills despite traditional instruction. The Register of Educational Therapists (Asia) – RETA believes that all learners can be empowered to reach their fullest potential and experience success when provided with constructive and sound learning strategies.