When General Education Teachers Need More Training

By: Dr. Gabrielle Baker, President & Advocate

General education teachers are often the first line of support for students with disabilities. They implement accommodations, collect data, manage classroom behavior, and support students with IEPs and 504 plans—often while teaching full classrooms with widely varying needs. When teachers lack sufficient training, however, students are the ones who feel the impact.

It’s important to say this clearly: this is not about blaming teachers. Many general education teachers are doing the best they can with limited training, minimal support, and increasing demands. The responsibility for training and support lies with the school district.

One common issue is a lack of understanding of legal obligations. General education teachers are required to implement IEPs and 504 plans, yet many receive little to no training on what these documents mean in practice. Accommodations are sometimes viewed as optional, “nice to have,” or something to use only if a student asks. In reality, accommodations are required supports that must be provided consistently.

Another frequent gap is training in disability-related needs. Teachers may not fully understand how autism, ADHD, anxiety, executive functioning challenges, or learning disabilities present in a classroom. Without this understanding, disability-related behaviors may be misinterpreted as defiance, lack of effort, or poor motivation—leading to inappropriate discipline instead of support.

Data collection is another area where training gaps show up. Teachers are often expected to track progress toward IEP goals or monitor behavior, but may not be trained in how to collect meaningful, consistent data. When data is incomplete or unclear, teams struggle to make informed decisions about services, interventions, or placement.

Classroom behavior support is also a challenge. Without training in positive behavior supports, de-escalation strategies, and proactive regulation tools, teachers may rely on reactive measures such as removals, calls home, or repeated referrals. These approaches can escalate issues and reduce instructional access, particularly for students whose behavior is a form of communication.

When training gaps exist, schools have an obligation to respond. Districts should not place the burden on families to “educate” staff or excuse failures to implement supports. If a teacher is struggling to implement an IEP or manage behavior appropriately, the solution is additional training, coaching, or support—not reducing services or blaming the student.

For parents, repeated concerns tied to teacher implementation are a signal to request a team meeting. This meeting should focus on what supports the teacher needs to successfully implement the IEP, whether additional consultation or training is required, and whether the current plan is being followed with fidelity.

Ultimately, students with disabilities should not be penalized for systemic training gaps. When general education teachers are properly trained and supported, inclusion works better for everyone. When they are not, districts must step in to ensure that students still receive a free appropriate public education.