persons’ organizations, teaching assistants and special education student assistants are often used interchangeably in actual practice. Thus, the MOE has formulated the Regulations for Establishing Special Education Classes and Responsible Units and Recruiting Personnel for Schools K-12, in which it is stipulated that personnel be recruited and perform their duties in compliance with the law to prevent personnel from being used interchangeably. Nevertheless, the NHRC asserts that the aforementioned phenomenon illustrates that the number of service hours currently provided are insufficient to meet the needs of special education students. In particular, this assertion is supported by the fact that some special education schools even require parents or foreign caregivers (hired by the students’ parents) to accompany and care for their children in school. Thus, the MOE merely formulating regulations mandating that cities and counties recruit personnel and have them perform their duties in compliance with the law is insufficient in meeting the needs of special education students. The MOE must actively propose countermeasures for the lack of overall manpower. 110. Pursuant to General Comment No. 4 of the CRPD, all teachers and other staff must receive education and training they need to give them the core values and competencies to accommodate inclusive learning environments. According to the CRPD Second Report, ordinary class teachers must attend special education workshops for at least three hours per year. Between 2016 and 2019, approximately 77% of ordinary class teachers attended more than three hours of said workshops per year. This signified that as much as 23% of ordinary class teachers chose to only meet the minimum requirement. Additionally, the effectiveness of the training was difficult to verify. Concerning the above issues, the MOE indicated in a response letter to the NHRC that it had reminded all cities and counties to improve the special education knowledge and skills of their ordinary class teachers, and demanded that teachers of ordinary classes containing students with autism and/or emotional disorders receive training in priority before taking these students on. Nevertheless, such measures are insufficient to promote inclusive education comprehensively, and the NHRC suggests that the MOE increase the number of training hours and make the course content more diversified. 75