There are no regulatory requirements that specify how general education students should be selected for ICT classes and there is no published DOE policy or guidance on the issue.
However, as a matter of good practice, the general education “side” of an ICT class should be heterogeneously grouped. The general education students in an ICT class should be a representative sample of all the general education students on that grade level. ELL students are considered general education students in an ICT class. Therefore they should be proportionately represented on the general education side.
It should go without saying that the needs of the general education students should not be so great as to negatively impact on the students with disabilities in the class. For more information, see link: https://ec.ncpublicschools.gov/conferences-profdev/training-materials/administrators-transcript.pdf
If the general education population in the member’s ICT class is not heterogeneous, the member should immediately bring the ICT class makeup language (https://www.uft.org/teaching/students-disabilities/integrated-co-teaching-ict/ict-class-ratios) to his/her chapter leader and/or administration to discuss possible programming solutions. The chapter leader should bring this up at the next consultation committee meeting to establish a resolution that applies to all classes. This strategy is most successful early in the school year. Later in the school year program changes are not in the best interest of students and may not happen.
If an action plan to resolve the issue moving forward is not concretely established, the chapter leader should bring this to the attention of the district representative to resolve with the superintendent. The member can file a special education complaint on behalf of the adversely affected students.