During a recent government meeting, concerns were raised regarding the high dropout rates among students with disabilities, highlighting the detrimental impact of overusing inclusion teachers as substitutes across campuses. A speaker emphasized that many students have not seen their inclusion teachers for weeks, which is critical for their educational support.

The discussion also pointed to overcrowded classrooms, particularly in intensive reading and academic electives, where class sizes range from 26 to 31 students. This situation has led to challenges in maintaining effective learning environments, with teachers expressing feelings of exhaustion and frustration due to the overwhelming number of students and associated behavioral issues.

The speaker urged for immediate action to address these systemic problems, advocating for a reevaluation of how inclusion teachers are utilized to ensure that students with disabilities receive the necessary support to succeed academically. The meeting underscored the urgent need for reforms to improve educational outcomes for vulnerable student populations.