Overview | Realities of Supporting ESE Students in Florida’s Schools: Challenges and Solutions for Teachers

Written By Lori Shube

This month, we shine a spotlight on the significant challenges that general education and Exceptional Student Education (ESE) teachers face when integrating students with disabilities into mainstream classrooms. These challenges grow even more daunting in Title I schools, where limited resources and high demands create additional hurdles. This article, our first in a series, explores these challenges while offering practical solutions, resources, and strategies to support teachers and foster a more inclusive learning environment.

Challenges General Education Teachers Face Supporting ESE Students

1. Lack of Specialized Training and Knowledge

Many general education teachers lack specialized training to work with students with disabilities, especially those with autism spectrum disorder (ASD). Without adequate preparation, they struggle to implement inclusive practices effectively. According to recent studies, only 30% of general education teachers feel confident in their ability to support students with autism (Source: National Center for Education Statistics).

2. Insufficient Resources

Teachers often lack adaptive technology and specialized classroom materials needed to create inclusive environments. Title I schools experience resource shortages even more acutely, which exacerbates this challenge.

3. Time Constraints

Teachers must balance the diverse needs of students, including those with Individualized Education Plans (IEPs), within limited class time. Managing the needs of 25+ students with different learning requirements can become overwhelming.

4. Large Class Sizes

Managing a classroom of up to 30 students, some with up to seven different types of disabilities, makes it almost impossible to provide the individualized attention students need to thrive.

5. Limited Collaboration Opportunities

Collaboration with special education teachers plays a vital role in student success. Unfortunately, general education teachers often lack time and structured opportunities to plan and work with their special education colleagues–and it’s common for schools to have only one special ed teacher spread across all classrooms.

6. Adapting Instruction

Teachers must modify curriculum and instruction to meet the needs of students with disabilities while still keeping pace with the general curriculum. This balancing act demands ongoing training, creativity, and substantial support.

7. Behavioral Management

Another significant challenge is that teachers must maintain a structured learning environment that accommodates all students despite having different needs. Behavioral disruptions become harder to manage when strategies and resources for addressing them are in short supply.

Challenges Specific to Title I Schools

Title I schools face additional struggles, such as high student-to-teacher ratios, lower parental involvement, increased student trauma and stress–and increased teacher burnout.

While Title one schools get more funding, these funds are typically spent on professional development, extra personnel like Reading Coaches, and instructional support, curriculum and technology. Some schools use it for community engagement activities too.

So the real deficit where FUELS helps is with the materials in the classroom. So often these families can't afford school supplies, so teachers pay for the students to have (1) essentials (notebooks, pencils, glue, calculators, etc.) as well as (2) aforementioned essentials, tools, devices, equipment to support neurodiverse students. And then, (3) top that off with those students often having limited access to personal hygiene supplies, clothing and food, which does absolutely affect emotional awareness, cooperation in the classroom, and attention to learning (Care Closets are in high demand.).

What Training Do Teachers Need?

General education teachers need practical, hands-on training to support ESE students effectively. Key training areas include:

  • Inclusive teaching strategies

  • Classroom behavior management

  • Adapting curriculum and instruction for diverse learners

  • Collaborative teaching models with special education colleagues (This, in too many cases, isn’t feasible for many reasons, which we will explore in other articles.)

Workshops and professional development must focus on real-world classroom scenarios and offer frequent, actionable training.

Essential Resources for Inclusive Classrooms

Inclusive classrooms can thrive when equipped with essential resources, such as:

  • Assistive technology (e.g., speech-to-text tools, communication devices)

  • Flexible seating and sensory-friendly spaces

  • Visual aids and social-emotional learning tools

  • Paraprofessional support

These resources create a welcoming environment for students of all abilities.

How IDEA Supports Inclusive Education

The Individuals with Disabilities Education Act (IDEA) guarantees students with disabilities a free and appropriate public education in the least restrictive environment. Schools must provide accommodations and services necessary for ESE students to succeed alongside their peers. However, compliance with IDEA remains challenging without sufficient funding and support.

Common Barriers to Implementing IEPs

Teachers often encounter several obstacles when implementing IEPs, including:

  • Vague or unrealistic goals

  • Limited time for progress monitoring

  • Insufficient training on how to interpret and apply IEPs in daily instruction

Teachers need teamwork, thorough training, and strong administrative support in order to overcome these barriers.

Resources for Teachers

Here are some essential resources for teachers working to create inclusive environments:


Why have we chosen this “fight”?

At FUELS, we believe that supporting our teachers is essential—because we can't begin to support our students without ensuring our teachers have the resources, training, and collaboration opportunities they need to be successful. Unfortunately, many schools simply don’t provide enough (and often any) resources, relevant training, or collaboration opportunities for teachers. FUELS is gaining momentum in bridging these gaps for classrooms in need so that together, we can create inclusive environments where all students thrive.

We’d love to hear comments and stories from Teachers “in the trenches”, from your experience or thoughts on these topics. Join the conversation on our Facebook page.

Lori Shube
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