You really need more information with the understanding that you will only get 1/2 of the story regarding what is on those specific kids’ IEPs. (It would be illegal for school staff to break confidentiality.)
If this was a pattern that persisted year-after-year, I would be more inclined to say it was poor classroom design and an explanation from district administration is warranted. (Which may include them not know that this is happening until you tell them.)
For example, we are an inclusion school, but, of the 80 kids we serve, 4 have pull-out time to access our intensive, evidence-based reading intervention program to address their most stubborn reading disabilities for about a half-hour at a time.