What evidence suggests the need for additional teachers to support students with disabilities?

Minimal participation of students with IEPs indicates a significant issue within the educational environment regarding the inclusion and support provided for students with disabilities. When students with Individualized Education Plans (IEPs) are not actively participating in general education settings or not accessing the curriculum appropriately, it suggests a lack of necessary resources or personnel to support their needs effectively.

This lack of participation can stem from various factors, such as insufficient staff to provide adequate support for diverse learning needs, limited opportunities for inclusion, or ineffective instructional practices. By identifying minimal participation, educational leaders can recognize the critical need for additional teachers trained in specialized instructional strategies that cater to the unique requirements of these students. Addressing this gap would help ensure that all students, regardless of their abilities, have equitable access to education and can engage meaningfully in their learning experience.