Problem:
Please write a response to your peer's post below.
"As a special education teacher, I recognize that funding systems connected to disability categories can create ethical challenges for IEP teams. Some diagnoses, such as Autism Spectrum Disorder (ASD), often receive higher levels of funding because they are generally linked to more intensive services. At the alternate academic school where I teach, local districts pay per student based on their tier level of support. In situations such as this, there can be unspoken pressure to choose a diagnosis that brings in more funding when a student's needs are not clearly defined. This creates a risk that financial concerns could influence eligibility decisions.
A student with a history of trauma, difficulty with emotional regulation, and challenging behaviors may also show delays in social skills. In these instances, it may be tempting to identify the student as having ASD instead of emotional disturbance to access a higher level of funding. However, this choice may result in services that do not fully address the student's true needs and could limit their overall progress toward success.
Special education teachers have a legal and ethical responsibility to ensure that eligibility decisions are based on unbiased, thorough evaluations and The Individuals with Disabilities Education Act (IDEA) criteria, not financial benefit. Assessments must be fair, unbiased, and clearly explained to families and districts. Ethical practice requires honesty, accountability, and advocacy for what is best for the student (Yell et al., 2017). The CCCE College of Education Academic Program Competencies and the Statement on the Integration of Faith and Work call all educators to act with integrity and respect for human dignity. By making decisions based on ethics and accuracy, teachers help promote significant growth and positive outcomes for students." Need Assignment Help?