The call came after the Tasmanian Disability Education Reform Lobby released its second annual Teacher View Survey, revealing 90 per cent of teachers who participated thought the disability education system in the state was inadequate. 

“It's just not possible to put the preparation in for the resources and supports needed for students with disability to access education meaningfully given the number of classes and students that I teach,” one teacher said. 

“Inadequate professional learning opportunities are provided to teachers working with children in mainstream schools,” said another.

Sixty per cent of teachers said the number of students with disabilities they had taught in the past year had increased.

Opposition Education Minister Michelle O’Byrne said schools were under-resourced after they had undergone “savage cuts”. 

However, Education Minister Jeremy Rockliff previously said resourcing for teachers was up by 33 full time equivalent positions from 2014. 

“Our commitment to improving education for students with a disability has resulted in significant reforms and investment,” Mr Rockliff said. 

Tasmanian Education Union president Helen Richardson said the results were further evidence of the need for full Gonski funding.

"Gonski means more teachers, more teacher assistants, more training for teachers in areas like disability education and more individual attention for students,” Ms Richardson said. 

"Anything less than full Gonski funding for Tasmania sells our kids short.”  

Tasmanian Principals Association president Malcolm Elliott said it was recognised that there were high levels of need in the sector, especially in Tasmania. 

He acknowledged the state government’s efforts, including the establishment of a Ministerial Taskforce, but said more funding was needed. 

“We desperately need to put more money into this area,” Mr Elliott said. 

Ms O’Byrne said schools were not resourced to support students with disabilities. 

“The survey does reflect what we’re hearing in schools and the general feeling is that the recourses that they need to provide and the support for our special needs students aren’t there,” Ms O’Byrne said. 

“What this survey is indicating is that there are a number of teachers who would like this training and don’t feel like they are being offered the opportunity.”