When Doing the Right Thing Feels Risky: Ethics, IDEA, and the Role of Special Education Teachers
As special education teachers, we often find ourselves in incredibly hard positions—ones most people outside of our world don’t really see.
We became teachers because we care deeply about our students. We believe in access, dignity, and meaningful support. But sometimes, we’re asked to do things that don’t line up with the Individuals with Disabilities Education Act (IDEA), and it can feel like an impossible choice: follow orders or follow the law?
The Real Challenges We Face
Requests that don’t align with IDEA can come up in everyday ways:
“We don’t have the staff to provide that service—just make it work.”
“That support isn’t really necessary; we can revisit it later.”
“Let’s not put that in writing.”
“The parents don’t need to know all of that.”
“Can you just update the IEP after the meeting? Leadership wants it changed.”
That last one hits close to home for many of us. Being asked to change an IEP after the team has met and agreed on it, without bringing the team back together or getting parent consent, might feel like just an administrative tweak—but it isn’t. It’s a line we can’t cross ethically.
It’s not about being difficult. It’s about doing right by our students.
Why IDEA Matters
IDEA isn’t a suggestion. It’s what ensures our students get what they need to thrive. That means:
Providing services as written in the IEP
Making decisions based on data, not convenience
Involving parents in meaningful ways
Planning supports around each student’s individual needs
Even when administration pressures us to take shortcuts, we hold a responsibility—to our students, to their families, and to our own professional integrity.
Speaking Up Doesn’t Mean Being Defiant
It can feel scary to push back. We worry about being seen as insubordinate or “not a team player.” But raising concerns about what’s legal and ethical isn’t about conflict. It’s about advocating for kids—exactly why we became teachers.
There are ways to do this thoughtfully:
Reference the IEP and student data, not personal opinion
Ask clarifying questions when a directive feels off
Document what’s happening professionally and accurately
Keep the focus on what’s best for students in your language
Here are some examples of what you might say if asked to make changes after an IEP meeting:
“I want to make sure we follow the team’s decisions and get parent input before updating the IEP.”
“Can we schedule a quick follow-up meeting with the team to discuss this change? I want to make sure we’re aligned with IDEA.”
“I’m happy to help with implementation, but I need to confirm that any changes are agreed upon by the team and documented properly.”
These phrases are gentle, professional, and keep the focus on students—while also protecting you and maintaining integrity.
The Cost of Doing Otherwise
When we give in to practices that aren’t aligned with IDEA, the cost is more than legal. Students miss supports. Families lose trust. And we carry moral weight that builds over time.
You Are Not Alone
If you’ve felt this tension, please know—you are not alone. Many of us carry it quietly. Naming it and sharing it matters. Doing the right thing is rarely easy, but it is always worth it.
For those of us in special education, courage and clarity are part of the job. Lean on colleagues. Use your expertise. Keep your focus on the students who rely on you every day.
Closing Tip and Encouragement
Remember, you don’t have to navigate these challenges alone. Connect with other special education professionals who understand the complexities of IEP work and advocacy. Sharing experiences, strategies, and support can make a huge difference.
If you’re an IEP case manager or special education teacher looking for ongoing resources, tips, and guidance, join my mailing list. You’ll get practical tools and support directly to your inbox, helping you confidently do what’s right for every student.
