Whereas, teachers are committed to ensuring that all students are successful, providing a high-quality and rigorous curriculum for all, and supporting families and educational specialists; and

Whereas, the least restrictive environment (LRE) is essential for fostering an inclusive, supportive educational experience for students with Individualized Education Plans (IEP) eligibilities; and

Whereas, general education teachers require appropriate resources, time, and training to effectively meet the needs of students with IEP eligibilities, and such resources are essential to providing equitable educational opportunities for all students; and

Whereas, teachers must have the necessary support to ensure that all students, including those with IEPs can thrive within the general education setting; and

Whereas, the inclusion of students with IEP eligibilities in general education classes must be balanced with the need to maintain effective teaching and learning environments for all students; and

Whereas, co-teaching and Collaboration models require time and collaboration between general education and education specialists (special education teachers), and paraprofessionals to ensure that all students receive appropriate support and instruction; and

Whereas, special education students often have limited access to elective courses, which restricts their opportunities for a well-rounded education; and

Whereas, the current process for determining the appropriateness of a general education classroom for a student with special needs is often too slow and burdensome, leading to further academic struggles for students in the interim;

Therefore, be it resolved, that the policy position of CFT on Special Education Students shall be the following, that there be:

• Adequate Resources for General Education Teachers: General education teachers must be provided with the necessary resources—such as training, time, and support—to create and maintain inclusive classrooms that meet the needs of all students, including those with IEPs. This includes ensuring that Paraprofessionals are properly trained to work with students with diverse needs.
• Limit on Special Education Students in General Education Classes: To ensure that general education classes remain effective learning environments for all students, the number of students with eligibilities (as defined by IEPs) in a general education classroom should be capped at no more than 20% of the class size. This cap will help ensure that students with IEP eligibilities receive the appropriate attention and support they need while maintaining a rigorous academic environment.
• Smaller Class Sizes and More Individualized Support: Mainstreaming/Inclusion class sizes should be reduced to provide the individualized education students deserve per the guidelines of each IEP. This will further enable general education teachers to address the needs of ALL students effectively while maintaining high academic standards.
• Professional Development and Collaborative Planning: Teachers must have time for ongoing professional development, particularly in special education practices, and time to collaborate with educational specialists and paraprofessionals. This includes common preparation time for co-teaching planning so that general education and education specialists’ teachers can work together throughout the school year to adapt lessons and ensure that the needs of all students are met.
• Support for Paraprofessionals in All Classes: Paraprofessionals should be made available in all classrooms, including language arts, Visual and Performing Arts (VAPA) classes, electives, and physical education (PE), and Career Technical Education/Regional Occupational Program (CTE/ROP) to support students with IEP eligibilities and ensure they can fully participate in all aspects of their education.
• Variety of Elective Courses for Special Education Students: Special education students should have access to a wider variety of electives, beyond the limited selection typically available to them. All students, regardless of disability, should have the opportunity to explore a broad range of academic interests.
• Support for General Education Teachers Who Serve Special Education Students: General education teachers shall receive the support and training they need to be successful with implementing accommodations for students. This includes ensuring that teachers are not tasked with responsibilities outside their area of preparation or expertise, and that they have access to the appropriate resources and training.
• Improving the Placement Process for Students with IEP eligibilities: Upon entering the education system, students should have the opportunity to receive services, including identifying eligibilities, assessing needs, and mainstreaming into the general education classroom. The process for determining whether a general education classroom is the appropriate placement for a student with a disability must be streamlined and made more responsive to students’ needs. Delays in this process often result in students falling further behind academically, which perpetuates the very issues that inclusive education seeks to address.
• Negotiating Contract Language to support Mainstreaming Classrooms: Locals are urged to consider the above points in negotiating contract language with their districts, in particular regarding paid training (PD), lower class size limits in mainstreaming classrooms, and sufficient numbers of trained paraprofessionals to support the needs of the non-Special Education teacher AND the student(s) in the mainstreaming classroom.

Be it further resolved, that CFT provide this policy to locals to assist them in creating bargaining language that aligns to best benefit special education students to succeed and educators to thrive; and

Be it further resolved, that CFT urge teachers, administrators, and policymakers to continue working together to ensure that both general education and special education students receive the resources and support they need to be successful, while ensuring that the demands on teachers are realistic and aligned with their professional training; and

Be it finally resolved, that CFT will support legislation that will codify this policy into law and provide adequate funding for this policy.

Submitted by PreK-12 Education Issues Committee and the Special Education Services Committee