SPECIAL EDUCATION TEACHER
Nature of work:
Special education teachers work with children and youths who have a variety of disabilities. A small number of special education teachers work with students with mental retardation or autism, primarily
teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, using the general education curriculum, or
modifying it, to meet the child's individual needs. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some teachers work with infants and
The various types of disabilities that qualify individuals for special education programs include specific learning
disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities,
hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury
, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared
to work with specific groups. Early identification of a child with special needs is an important part of a special education
teacher's job. Early intervention is essential in educating children with disabilities.
Special education teachers use various techniques to promote learning. Depending on the disability, teaching methods can include
individualized instruction, problem-solving assignments, and small-group work. When students need special accommodations in
order to take a test, special education teachers see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test.
Special education teachers help to develop an Individualized Education Program (IEP) for each special education student. The
IEP sets personalized goals for each student and is tailored to the student's individual needs and ability. When appropriate, the
program includes a transition plan outlining specific steps to prepare students with disabilities for middle school or high school or,
in the case of older students, a job or postsecondary study. Teachers review the IEP with the student's parents, school
administrators, and the student's general education teacher. Teachers work closely with parents to inform them of their child's progress and suggest techniques to promote learning at home.
Special education teachers design and teach appropriate curricula, assign work geared toward each student's needs and abilities,
and grade papers and homework assignments. They are involved in the students' behavioral, social, and academic development,
helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior.
Preparing special education students for daily life after graduation also is an important aspect of the job. Teachers provide
students with career counseling or help them learn routine skills, such as balancing a checkbook.
As schools become more inclusive, special education teachers and general education teachers are increasingly working together
in general education classrooms. Special education teachers help general educators adapt curriculum materials and teaching
techniques to meet the needs of students with disabilities. They coordinate the work of teachers, teacher assistants, and related
personnel, such as therapists and social workers, to meet the individualized needs of the student within inclusive special education
programs. A large part of a special education teacher's job involves interacting with others. Special education teachers
communicate frequently with parents, social workers, school psychologists, occupational and physical therapists, school administrators, and other teachers.
Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education
students; others work as special education resource teachers and offer individualized help to students in general education
classrooms; still others teach together with general education teachers in classes composed of both general and special education
students. Some teachers work with special education students for several hours a day in a resource room, separate from their
general education classroom. Considerably fewer special education teachers work in residential facilities or tutor students in homebound or hospital environments.
Special education teachers who work with infants usually travel to the child's home to work with the child and his or her parents.
Many of these infants have medical problems that slow or preclude normal development. Special education teachers show
parents techniques and activities designed to stimulate the infant and encourage the growth and development of the child's skills.
Toddlers usually receive their services at a preschool where special education teachers help them develop social, self-help, motor, language, and cognitive skills, often through the use of play.
Technology is playing an increasingly important role in special education. Teachers use specialized equipment such as computers
with synthesized speech, interactive educational software programs, and audiotapes to assist children.
Special education teachers enjoy the challenge of working with students with disabilities and the opportunity to establish
meaningful relationships with them. Although helping these students can be highly rewarding, the work also can be emotionally
and physically draining. Many special education teachers are under considerable stress due to heavy workloads and
administrative tasks. They must produce a substantial amount of paperwork documenting each student's progress and work
under the threat of litigation against the school or district by students' parents if correct procedures are not followed or if the
parents feel that their child is not receiving an adequate education, although recent legislation that has been passed is intended to
reduce the burden of paperwork and the threat of litigation. The physical and emotional demands of the job cause some special education teachers to leave the occupation.
Some schools offer year-round education for special education students, but most special education teachers work only the traditional 10-month school year.
Training & Other Qualifications:
All 50 States and the District of Columbia require special education teachers to be licensed. The State board of education or a
licensure advisory committee usually grants licenses, and licensure varies by State. In some States, special education teachers
receive a general education credential to teach kindergarten through grade 12. These teachers then train in a specialty, such as
learning disabilities or behavioral disorders. Many States offer general special education licenses across a variety of disability
categories, while others license several different specialties within special education.
For traditional licensing, all States require a bachelor's degree and the completion of an approved teacher preparation program
with a prescribed number of subject and education credits and supervised practice teaching. However, many States require a
master's degree in special education, involving at least 1 year of additional course work, including a specialization, beyond the
bachelor's degree. Often a prospective teacher must pass a professional assessment test as well. Some States have reciprocity
agreements allowing special education teachers to transfer their licenses from one State to another, but many others still require
that experienced teachers reapply and pass licensing requirements to work in the State.
Many states also offer alternative routes to licensing, since there are not enough graduates from education programs to meet the
needs of most schools. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional
licensing standards, including recent college graduates who did not complete education programs and those changing from
another career to teaching. Requirements vary by State, but generally require holding a bachelor's degree, successfully
accomplishing a period of supervised preparation and induction, and passing an assessment test. In some programs, individuals
begin teaching quickly under a provisional license and can obtain a regular license after teaching under the supervision of licensed
teachers for a period of 1 to 2 years and completing required education courses.
Many colleges and universities across the United States offer programs in special education at the undergraduate, master's, and
doctoral degree levels. Special education teachers usually undergo longer periods of training than do general education teachers.
Most bachelor's degree programs are 4-year programs that include general and specialized courses in special education.
However, an increasing number of institutions are requiring a 5th year or other graduate-level preparation. Among the courses
offered are educational psychology, legal issues of special education, and child growth and development; programs also include
courses imparting knowledge and skills needed for teaching students with disabilities. Some programs require specialization,
while others offer generalized special education degrees or a course of study in several specialized areas. The last year of the
program usually is spent student teaching in a classroom supervised by a certified teacher.
Special education teachers must be patient, able to motivate students, understanding of their students' special needs, and
accepting of differences in others. Teachers must be creative and apply different types of teaching methods to reach students
who are having difficulty learning. Communication and cooperation are essential skills, because special education teachers spend
a great deal of time interacting with others, including students, parents, and school faculty and administrators.
Special education teachers can advance to become supervisors or administrators. They may also earn advanced degrees and
become instructors in colleges that prepare others to teach special education. In some school systems, highly experienced
teachers can become mentors to less experienced ones, providing guidance to those teachers while maintaining a light teaching load.
Median annual earnings in May 2004 of special education teachers who worked primarily in preschools, kindergartens, and
elementary schools were $43,570. The middle 50 percent earned between $35,340 and $55,350. The lowest 10 percent earned less than $29,880, and the highest 10 percent earned more than $68,660.
Median annual earnings in May 2004 of middle school special education teachers were $44,160. The middle
50 percent earned between $35,650 and $57,070. The lowest 10 percent earned less than $30,230, and the highest 10 percent earned more than $74,230.
Median annual earnings in May 2004 of special education teachers who worked primarily in secondary schools were $45,700.
The middle 50 percent earned between $36,920 and $59,340. The lowest 10 percent earned less than $30,860, and the highest 10 percent earned more than $73,190.
In 2004, about 62 percent of special education teachers belonged to unions-mainly the American Federation of Teachers and the
National Education Association - that bargain with school systems over wages, hours, and the terms and conditions of employment.
In most schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Some
teachers earn extra income during the summer, working in the school system or in other jobs.
Credit for this information given to the United States Department of Labor
This job description can also be found in Word form here