The budget for special education needs to be considered collaboratively, with multiple people involved. Like the IEP process, multiple perspectives are needed when budgeting to support students with disabilities. Special education funding comes from multiple organizations and has rules and regulations to be followed to use those funds (Doutre & Willis, 2021). A collaborative process could allow other perspectives to understand that funds must be allocated to other areas the special education administrator might need to learn about. Also, having multiple people involved in budgeting could keep everything ethical and make sure there is a clear picture of where the money is going and how students with disabilities are being supported. It is up to the special education director or administrator to have the final word about the budget. They should take everyone's perspective and determine the most important factors to address first. There are many needs a student with a disability needs to be funded, and it is ultimately the special education administrator's role to make sure that all those needs are met