In a recent government meeting, educators voiced urgent concerns regarding the ongoing challenges faced by special education programs due to chronic understaffing and inadequate support. Teachers shared firsthand accounts of their struggles, highlighting the impact on both students and staff.

One teacher recounted a particularly difficult day when their classroom was down four staff members, forcing them to combine classes to manage the workload. This situation led to significant stress, as many students require one-on-one support to meet their personal and academic needs. The teacher emphasized that lunch periods, often seen as a break, are among the most chaotic times, exacerbated by staffing shortages.

Another educator raised alarms about safety issues during inclusion activities, where students with autism were not receiving adequate supervision. They described instances of students wandering unsupervised, creating hazardous situations for both special education and general education students. The lack of trained paraprofessionals was a recurring theme, with teachers expressing frustration over having to train new staff themselves while managing their classrooms.

The educators collectively called for a structured plan to ensure consistent one-on-one support for students, especially during staff absences. They stressed that without adequate training and resources, the current inclusion model fails to serve the needs of all students effectively, leading to an overly stressful environment for both students and teachers.

The meeting underscored a critical need for systemic changes in staffing and training within special education programs to ensure that all students receive the support they require in a safe and conducive learning environment.