Hey class, Biblical foundations for school law and ethics highlight justice, compassion, and the inherent worth of every child. Genesis 1:27 affirms that all people are made in God's image, while Matthew 25:40 reminds educators to serve "the least of these," underscoring the moral responsibility to advocate for students with disabilities. These values align with legal protections under the Individuals with Disabilities Education Act (IDEA), which ensures a Free Appropriate Public Education (FAPE) for all students. The Individualized Education Program (IEP) exemplifies this principle by tailoring goals and services to each child's needs. At the same time, the Least Restrictive Environment (LRE) requires inclusion with peers to the maximum extent possible. This vision resonates with 1 Corinthians 12:12-27, which portrays the body of Christ as comprising many parts, each essential to the whole. Likewise, Behavior Intervention Plans (BIPs) emphasize proactive, restorative approaches rather than exclusion, aligning with biblical teachings on discipline as a path to growth (Hebrews 12:11). In practice, I have seen the value of BIPs in supporting students with challenging behaviors. While the legal framework provided structure, my ethical responsibility required ensuring that students felt a sense of dignity, equity, and belonging. Leadership in this context is grounded in the NELP Standards, particularly Standard 2 (Ethics and Professional Norms) and Standard 3 (Equity, Inclusi