special education teacher definition

What does a special education teacher do?

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What is a Special Education Teacher?

A special education teacher works with students who have a wide range of disabilities and special needs. Their primary role is to provide specialized instruction and support to help students with disabilities overcome learning barriers and achieve academic, social, and emotional success. Special education teachers assess students' individual needs, develop tailored education plans, and implement effective teaching strategies and accommodations to meet each student's unique learning goals.

In addition to academic instruction, special education teachers also foster a supportive and inclusive learning environment for their students. They collaborate closely with other educators, administrators, parents, and support staff to create Individualized Education Programs (IEPs) and ensure that students with disabilities receive the necessary accommodations, services, and resources to thrive in school.

What does a Special Education Teacher do?

Duties and Responsibilities Special education teachers have a range of duties and responsibilities that are vital in ensuring that students with disabilities receive the support they need to succeed. Some of these responsibilities include:

• Assessment and Individualized Education Planning: Special education teachers assess students' individual needs, strengths, and challenges to determine eligibility for special education services. They collaborate with other professionals, such as psychologists, speech therapists, and occupational therapists, to conduct evaluations and develop Individualized Education Programs (IEPs) tailored to each student's unique learning goals and needs.
• Instruction and Differentiated Teaching: Special education teachers design and implement specialized instruction and teaching strategies to accommodate diverse learning styles and abilities. They adapt curriculum materials, modify instructional approaches, and provide individualized support to help students with disabilities access the general education curriculum and make academic progress. Special education teachers may also provide small-group instruction, one-on-one tutoring, or co-teaching support in inclusive classroom settings.
• Behavior Management and Support: Special education teachers help students develop social skills, self-regulation, and positive behavior management strategies to succeed in school and community settings. They establish clear expectations, reinforce positive behaviors, and provide targeted interventions and supports to address challenging behaviors and promote a positive learning environment. Special education teachers collaborate with behavior specialists, counselors, and support staff to implement behavior intervention plans and support students' social-emotional development.
• Collaboration and Communication: Special education teachers collaborate closely with general education teachers, administrators, parents, and other professionals to support students' academic and developmental needs. They attend team meetings, participate in IEP meetings, and communicate regularly with parents to discuss students' progress, set goals, and coordinate services. Special education teachers advocate for students with disabilities, ensuring that they receive appropriate accommodations, services, and resources to succeed in school and beyond.
• Professional Development and Continued Learning: Special education teachers engage in ongoing professional development and training to stay updated on best practices, research-based interventions, and legal requirements related to special education. They participate in workshops, conferences, and seminars, pursue advanced degrees or certifications, and collaborate with colleagues to share expertise and resources. Special education teachers continuously strive to improve their teaching practices and support the diverse needs of students with disabilities.

Types of Special Education Teachers There are various types of special education teachers, each specializing in a specific area of need or disability. Some of the most common types of special education teachers include:

• Autism Teacher: These teachers work with students who have autism spectrum disorder (ASD). They may use specialized techniques such as applied behavior analysis (ABA) to help students develop social skills, communication skills, and independence.
• Emotional and Behavioral Disorders Teacher: These teachers work with students who have emotional or behavioral disorders that may impact their ability to learn and interact with others. They may help students develop coping skills, build positive relationships, and manage their behavior in the classroom.
• Learning Disabilities Teacher: These teachers specialize in working with students who have difficulties with reading, writing, or math. They may use specialized techniques to help students overcome these challenges and develop their skills in these areas.
• Occupational Therapist : Occupational therapists work with students who have physical disabilities or challenges with fine motor skills. They may help students develop skills such as handwriting, dressing, or eating independently.
• Physical Therapist : Physical therapists work with students who have physical disabilities or challenges with gross motor skills. They may help students develop skills such as walking, climbing stairs, or participating in physical education activities.
• Speech and Language Pathologist : These professionals work with students who have communication disorders such as stuttering, language delays, or articulation disorders. They may work with students one-on-one or in small groups to help them develop their communication skills.

Are you suited to be a special education teacher?

Special education teachers have distinct personalities . They tend to be social individuals, which means they’re kind, generous, cooperative, patient, caring, helpful, empathetic, tactful, and friendly. They excel at socializing, helping others, and teaching. Some of them are also investigative, meaning they’re intellectual, introspective, and inquisitive.

Does this sound like you? Take our free career test to find out if special education teacher is one of your top career matches.

What is the workplace of a Special Education Teacher like?

Special education teachers may work in a variety of environments, including public and private schools, specialized special education schools, inclusive classrooms, resource rooms, or self-contained classrooms dedicated to students with disabilities. These settings may range from elementary, middle, or high schools to specialized programs or alternative education centers.

Inclusive classrooms, where students with disabilities are integrated into general education classrooms alongside their peers without disabilities, are becoming increasingly common. In these settings, special education teachers collaborate closely with general education teachers to provide differentiated instruction, accommodations, and support to meet the diverse learning needs of all students. They may co-teach with general education teachers, provide push-in or pull-out support, or work in small groups to provide targeted interventions and assistance to students with disabilities.

Additionally, special education teachers may also spend time outside of the classroom attending meetings, collaborating with other professionals, and conducting assessments and evaluations. They work closely with parents, administrators, counselors, therapists, and support staff to develop and implement Individualized Education Programs (IEPs), monitor student progress, and ensure that students with disabilities receive the necessary services and supports to succeed academically, socially, and emotionally.

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Special Education Teachers are also known as: Special Education Resource Teacher Inclusion Teacher

What Is a Special Education Teacher?

by Carrie Hall, PhD

What Is a Special Education Teacher, and What Do They Do?

A special education teacher is a teacher who supports students with disabilities in accessing the general education curriculum by working collaboratively with a team to design individual education plans (IEPs) , actively implementing the plans by providing individualized instruction, and monitoring learning progress.

Special education teachers are trained to work with students with the classifications of mild/moderate and moderate/severe disabilities. They are responsible for legal compliance with the individual education plans, ensuring that students receive what is described in the plan and that paperwork is completed within the timeframe required by law.

The work of special education teachers also includes:

• Communicating their plans with the families of students
• Providing instruction that fits students’ needs
• Participating in frequent student observations
• Overseeing the work of paraprofessionals (sometimes called instructional aides or teacher assistants) with the students
• Case managing student eligibility, learning progress, and individual education plans 

A special education teacher is compassionate, organized, and has a heart for working with students who need help accessing the general education curriculum without scaffolding, accommodations and/or modifications.

Ultimately, they are advocates for students who often struggle to advocate for themselves. They think outside the box and often find creative ways to meet students’ needs. Special education teachers are excellent communicators who look for ways to support general education teachers in best serving their students with academic, learning, social, behavioral and emotional needs.

Which Students Do Special Education Teachers Work With?

Special education teachers only work with students who have an individual education plan (IEP) , a written legal document mandated by the Individuals with Disabilities Education Act (IDEA). 

An IEP serves as a road map that specifically identifies the special education instruction, support and services a learner needs to access the general education curriculum. It is designed to be tailored to the individual learner and their needs.

IEPs are given to eligible learners, ages 3 and up, who attend public or charter schools. Eligibility for an IEP is evaluated when a learner needs additional services to access and learn the general education curriculum.

To be eligible for an IEP, a learner must need specialized instruction to make progress in school and have one or more of the 13 identified conditions that are covered under IDEA eligibility. These include:

• Specific learning disabilities
• Autism spectrum disorder
• Visual impairment (including blindness)
• Hearing impairment
• Intellectual disability
• Traumatic brain injury
• Deaf-blindness
• Emotional behavior disability
• Speech and language impairment
• Orthopedic impairment
• Multiple disabilities
• Other health impairment

IEPs are created, reviewed and evaluated by a team that includes:

• The parents or guardians of the student
• The student (usually in middle school and high school)
• The general education teacher
• The special education teacher
• The school psychologist
• Various specialists (occupational therapist, speech and language pathologist, etc.)
• The school counselor
• The building administrator

IEPs are reviewed by the team once a year, and the learner is reevaluated every three years to determine whether the services are still needed. 

Why Become a Special Education Teacher?

Knowing you were a part of the growth, progress and success of students is incredibly rewarding. By becoming a special education teacher, you will be equipped with the knowledge and expertise to meet the needs of students with disabilities and advocate for them.

The joys of being a special education teacher include witnessing successes such as:

• A student demonstrating progress toward a goal on their IEP
• A student starting to attend school again
• A student who struggled with social skills making friends and maintaining friendships
• A general education teacher who thought “I can’t” shifting their mindset to “I can” when working with students with disabilities
• A student learning to advocate for themselves about what they need to be successful
• A family member sharing their gratitude for what this has meant for their child outside of school
• A student’s excitement when they realize they’re able to do something that they couldn’t before

Is There Demand for Special Education Teachers?  

There is a severe shortage of special education teachers, both in Oregon and nationally. The Oregonian reported that in the 2022-23 school year, there were 131 emergency teaching licenses issued in Oregon for people teaching special education .

School districts hiring individuals on emergency teaching licenses must show that they struggled to hire someone fully qualified. People filling the role of a special education teacher on an emergency license have not had the training to be adequately prepared to meet the needs of students with disabilities.

How Do I Become a Special Education Teacher in Oregon?

In Oregon, the route to becoming a special education teacher depends on your prior education. Each path will include testing requirements through the Teachers Standards and Practices Commission (TSPC) that are required components for the completion of your teaching program.

Here are some scenarios and the pathway to becoming a special education teacher for each:

I Have No College Credits, Some College Credits, or an Associate’s Degree

If you haven’t earned a bachelor’s degree yet, your options are:

• Complete a bachelor’s degree in special education and earn a preliminary teaching license, or
• Earn a special education endorsement, or
• Complete a masters in education with a special education endorsement

George Fox University offers both a traditional on-campus bachelor’s in elementary education as well as an online accelerated bachelor’s degree in education .

I Have a Bachelor’s Degree, But Need a Preliminary Teaching License

To earn a preliminary teaching license, you need to complete a teacher preparation program. Since you already have a bachelor’s degree, a master of arts in teaching (MAT) is your best next step. You can earn your MAT and then get a special education endorsement afterward, but it’s generally faster to complete an MAT program that combines both.

George Fox University's online Masters in Special Education program is your fastest route to becoming a special education teacher, though it does not prepare you to teach in general education settings.

George Fox University’s MAT Plus Special Education program enables you to earn your MAT degree and special education endorsement together, preparing you to be licensed and endorsed to teach in both general and special education settings.

I Have a Bachelor’s Degree and a Preliminary Teaching License

If you’re already a licensed teacher with a bachelor’s degree, then you just need the additional training for special education to become a special education teacher. You can either complete a stand-alone special education endorsement program (recommended if you already have a master’s degree) or a masters in education (MEd) program with a built-in special education endorsement.

George Fox University offers both a special education endorsement-only program and a masters in education with a special education endorsement .

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What Does a Special Education Teacher Do?

For millions of students around the country, special education teachers make a huge difference in their lives.

What is a special education teacher?

Special education teachers are caring and highly trained professionals who help students with developmental, physical and behavioral/emotional needs. These needs include mild or moderate learning disabilities that create academic challenges while still allowing students to function as normal in other areas. Students with severe or profound disabilities are more dependent, and may have little ability to communicate or physically function without assistance. For some of these students, learning life skills becomes a greater need than learning academic content. 1

Become a Special Education Teacher

Many special education teachers pursue certification in a particular subfield of special education. These subfields include:

Early childhood

The early childhood special education certification enables teachers to work with preschool and younger children with a variety of special needs.

Physical and health impairment

This special education teacher certification works with children who have physical impairments (such as muscular dystrophy) or health impairments (like epilepsy) which may impair learning.

Visual impairment

This certification qualifies special educators to teach students who are blind or partially blind, and help them read and write in Braille and develop spatial awareness.

Deaf and hard of hearing

To become certified to teach students with hearing loss, the Special Ed teacher must be proficient in sign language and even lip reading.

Mild/moderate disabilities

This certification allows teachers to work with special education students who have developmental, emotional, behavioral or health challenges, but who integrate well into traditional classrooms with resource support. 

Moderate/severe disabilities

With this certification, teachers are equipped to aid students with more challenging conditions such as autism, severe emotional disturbance, and multiple disabilities like deaf/blindness.

Although most special education teachers are qualified to work with ages up to 22, their respective teaching positions usually limit them to elementary, middle or high school ages. Within their schools, special educators support student learning in various ways. Many of these duties are the same things that general educators do: plan and present lessons according to state standards, continuously assess students’ understanding of class content, reteach if necessary, monitor student progress, and maintain a gradebook. But a typical special education teacher job description includes some key distinctions.

Much of what special education teachers do revolves around Individual Education Programs, or IEPs. In general, an IEP is a personalized plan for each public school student with special needs. It lists a student’s annual academic and behavioral goals, and the educational resources and services that he or she will receive. For each academic subject, and even for school-sponsored extracurricular activities, the IEP shows any and all accommodations that the student must receive. Accommodations are meant to level the playing field to allow students with special needs to be successful. Common accommodations include providing print-outs of class notes rather than requiring a student to copy them out by hand, allowing extra time to complete assignments, and reducing the number of homework questions.

Here are some of the things that a special education teacher may do on a regular basis. 

Develop and Maintain IEPs

When it’s determined that a student qualifies for special education, a team begins meeting to develop a custom IEP that meets that student’s needs. The IEP team is made up of the student, his or her parents, the special education teacher, at least one of the student’s regular classroom teachers, and other specialists and administrators. This team meets throughout the year to discuss the student’s progress and whether the IEP needs to be adjusted in any way. Although every member of the team contributes to the document’s development, the special education teacher provides unique input about special needs, learning strategies, modifications and implementation.

Provide Individualized Instruction

All students, whether or not they have special needs, learn in different ways. So all teachers must be able to discern these learning differences, devise an individualized education plan and modify lessons to suit their particular groups of students. But teaching students with disabilities and special learning needs – from autism to visual impairment – requires unique training that most general teachers do not receive. It also includes the use of assistive and adaptive technologies that help students overcome physical or cognitive limitations. Depending on the teaching position, special educators may instruct small groups of students or work one on one. At times special needs students may be pulled out of their general education classes for individual work or therapy – such as speech – with the special education teacher.

Adapt Curriculum

A student’s academic goals must be both challenging and achievable. Part of individualized education program involves adapting the subject curriculum for each student based on the requirements of his or her IEP. Adaptations come in many forms, such as altering classroom seating, providing graphic organizers and other visual aids during presentations, adjusting the duration of activities, allowing verbal rather than written responses, highlighting text and adjusting font size for visibility, and simplifying wording.

Assess Student Performance

Even though they may also be adapted to meet students’ needs, assessments are ongoing. They can be as informal as students holding a thumb up or down to show their understanding, or as formal as a statewide end-of-course exam. Assessments are how special educators monitor students’ progress and know whether they are meeting their annual IEP goals.

Collaborate with Classroom Teachers

Special educators are responsible for distributing IEPs to their schools’ general education teachers, and making sure those teachers understand the IEP requirements and how best to implement the modifications. The special education teacher may also visit the classroom to give the special needs student extra guidance. This sometimes looks like “team teaching,” where the regular classroom teacher presents a lesson and the special education teacher follows up with the student to check for understanding.

Meet with Parents

Because of the extra monitoring and individual attention that many of their students require, the special educator typically communicates with parents more often than the average general education teacher would.

Oversee Resource Aides

Many schools have one or two special education teachers on staff and several resource aides who work closely with those teachers. Because special education teachers often have heavy caseloads, aides are sometimes assigned tasks like physically assisting students with limited mobility, providing help on assignments, and preparing materials for the special education classroom.

Manage the Classroom

Just like their general education colleagues, teachers must maintain orderly and efficient special education classrooms by establishing expectations and procedures. Along with behavior goals as specified in IEPs, teachers proactively create behavior intervention plans that outline what to do when a student disrupts and how to positively reinforce good behavior.

A good teacher is someone who has an interest in helping special education students and adolescents, understand the needs of those with physical and learning disabilities, and is patient and level-headed in stressful situations. 2 It’s a job full of both rewards and challenges. The number of students, the amount of paperwork required, and having to deal with ongoing behavioral issues are all challenges that can lead a teacher to feel burned out. However, teachers who spend their entire careers in special education services and see the difference they’ve made in students’ lives know that the rewards can be great.

Related - Considering a Career in Special Education

So how do you become qualified to teach special education?

Get Your Teaching Credentials Today

Common Teaching Roles of a Special Educator

• Literacy and Reading Specialist
• English Language and Arts Specialist
• Elementary Education Teacher
• Secondary Teacher
• Health and Wellness Instructor
• Math Teacher
• History and Social Sciences Educator
• Language Instructor

Becoming a Special Education Teacher

Teaching elementary school or secondary public school requires at least a bachelor’s degree and a teaching certificate. This shows that you’re competent in your subject area and have completed a teacher preparation program. You can get training in special education by majoring or minoring in the degree. Some colleges and universities offer a dual major that combines elementary and special education with teacher preparation. These programs include courses on educational philosophy, human development, and strategies for teaching elementary English, math, science and history. Courses also cover diversity, classroom management, and assessments and behavior strategies in special education.

If you already have a bachelor’s degree in a non-education field, you can become qualified through a credential program in special education. One option is the Preliminary Credential in Education Specialist Instruction, Mild/Moderate Disabilities. This program includes coursework in behavior support, technology, curriculum and instruction, assessment and evaluation, and teaching English language learners. It also includes options for classroom experience, from traditional student teaching to a salaried internship.

Many students preparing for a special education teacher career turn to the California School of Education at Alliant International University. The Alliant California teaching credential programs combine online coursework with the hands-on classroom experience you need to become a licensed educator. To learn more about the special education programs, contact Alliant  today at (844) 582-4927. 

• CareerExplorer, “What Does a Special Education Teacher Do?,” CareerExplorer (CareerExplorer), accessed November 23, 2021, https://www.careerexplorer.com/careers/special-education-teacher/ .
• “Special Education Teacher.” Truity. Accessed November 23, 2021. https://www.truity.com/career-profile/special-education-teacher.&nbsp ;
• “Special Education Teachers : Occupational Outlook Handbook.” U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics. Accessed November 23, 2021. https://www.bls.gov/ooh/education-training-and-library/special-educatio… ;

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Special Education: Definition, Statistics, and Trends

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Corrected : An earlier version of this story misnamed the federal law governing special education. The correct name is the Individuals with Disabilities Education Act.

Definition of special education

Special education encompasses the programs which serve students with mental, physical, emotional, and behavioral disabilities. The major law governing special education is the federal Individuals with Disabilities Education Act, which guarantees a “free appropriate public education” to children with disabilities and mandates that, to the “maximum extent appropriate,” they be educated with their nondisabled peers in the “least restrictive environment.” Read more .

What is an IEP?

An Individualized Education Program, or IEP, is a program tailored to meet the individual needs of students with disabilities. The program is written in collaboration with a child’s school district, their parent or guardian, and sometimes, the student. The document outlines the special educational needs based on the student’s identified disability. Read more .

Interested in learning about more special education terms like FAPE and MTSS? Read our guide .

How many students are in special education?

In the U.S. overall, 15.2 percent of all students were special education students (ages 3-21) in 2022-23. The percentage varied by state from 11.7 percent in Hawaii to 21.1 percent in Pennsylvania.

Share of special education students by state

See the percent of special education students by state in the map below:

Has the number of students served in special education increased?

Yes. In the past decade , the number of students with disabilities has grown from 6.4 million, or 12.9 percent of all students in 2012-13, to almost 7.5 million, or 15.2 percent in 2022-23.

Special education statistics by race

While overall, 15.2 percent of public school students were served by IDEA in 2022-23 , that number varies by race and ethnicity.

Are schools overidentifying minority students with disabilities?

Federal law requires that states monitor their districts for overidentifying students with disabilities. Several studies have found that minority students are actually being under identified for disabilities .

But some newer studies are uncovering more nuanced findings, suggesting that minority students are overidentified in some contexts and underidentified in others. Read more .

What are the demographics of special education teachers?

Although research has shown that students often do better in school when they have a teacher of the same race, just over 81.8 percent of special education high school teachers in public schools are white, higher than the teaching population as a whole, according to the most recent data available . But under half of all students receiving special education services are white, according to 2022-23 data .

Read more about efforts to prepare, recruit, and retain special education teachers of color.

Inclusion statistics

A majority of special education students—67 percent of those ages 6-21 and 5-year-olds in kindergarten—spend 80 percent or more of their time in classes with students without disabilities, according to 2022 data . That number has more than doubled in recent decades. In 1989, only 31.7 percent of students ages 6-21 spent 80 percent or more of their time in general classes.

Getting students with disabilities into general education classrooms is not a silver bullet, researchers say. Read more to learn what else needs to happen to raise academic outcomes for students with disabilities. And here are some tips to help students with disabilities feel like they belong .

Learning disabilities statistics

The specific learning disabilities category is the most common one covered under the Individuals with Disabilities Education Act—in 2022-23 , 32 percent of students with disabilities had specific learning disabilities. That’s 4.9 percent of all students.

Autism statistics

13 percent of students with disabilities (or 2 percent of all students) have been diagnosed with autism alone, according to 2022-23 data.

Which disability categories have grown the most?

In the past decade, the number of students with disabilities as a percentage of total enrollment has increased a small amount, from 12.9 percent in 2012-13 to 15.2 percent in 2022-23 . The mix of disabilities those students have, however, has changed dramatically.

The percent of students with disabilities who had a specific learning disability, like dyslexia, decreased from 35.4 percent in 2012-13 to 32 percent in 2022-23. And the percent of students with disabilities with autism grew from 7.8 percent to 13 percent over the same period.

How much money is spent on special education by the federal government?

In fiscal year 2018, the federal government earmarked $12.3 billion for the education of children ages 3-12 with disabilities. That’s only about 15 percent of the excess cost of educating students with disabilities, compared with the cost of educating a general education student. The federal government under the 1975 Individuals with Disabilities Education Act set a goal to pay states up to 40 percent of the excess cost. It never reached that goal.

For more on special education funding, read this explainer .

Is there a special education teacher shortage?

Teacher shortages are hard to track on the national scale . But the March 2024 School Pulse Panel survey found that 51 percent of all public schools anticipated needing to fill special education teaching positions before the start of the 2024-25 school year, the highest of all the teaching specialties.

And an EdWeek Research Center survey in April 2024 found that 62 percent of principals and district leaders said it had been more challenging to fill special education teaching positions this year compared with 2021-22.

What can schools do about the special education teacher crisis? Read about three strategies they are trying .

For more information on special education, check out our Special Education topics page .

How to Cite This Article Riser-Kositsky, M. (2019, December 17). Special Education: Definition, Statistics, and Trends. Education Week. Retrieved Month Day, Year from https://www.edweek.org/teaching-learning/special-education-definition-statistics-and-trends/2019/12

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Special Education Guide

What Special Education Teachers Do

Job description.

The special education teacher wears many hats. Unlike other teachers who focus primarily on academics, the special education teacher serves both as an educator and as an advocate for students with special needs. His or her schedule is divided among planning, instruction, assessing students and managing their individualized education programs (IEPs).

The job is demanding, and it requires the teacher to juggle many responsibilities. These can include scheduling, attending and following up after IEP meetings, writing IEPs with attainable and measurable goals, tracking and reporting student progress on IEP goals, providing guidance to general education teachers who wish to accommodate students, administering assessments, day-to-day classroom management, planning and instructing, managing and evaluating instructional assistants and other paraprofessionals, developing behavior management plans and more.

A Day in the Life

Although most teaching unions negotiate eight-hour work schedules for teachers, it is not uncommon for special education teachers to work well beyond this standard. The following is an example of a typical day in the life of a special education teacher.

• Hour 1: Arrive at school one hour before students arrive. Manage administrative tasks, respond to parent emails, check in with the front office, write the daily schedule on the board and prepare the classroom for students’ arrival.
• Hour 2: Manage start-of-day tasks and delegate to instructional assistants as needed. Prepare students for learning, read or listen to announcements, collect homework, review the daily schedule, assign learning groups, etc.
• Preparing lessons for instructional assistants.
• Delivering whole-group instruction.
• Facilitating small-group learning.
• Meeting with students to assess progress on goals.
• Offering intensive, one-on-one academic or behavioral support.
• Assessing students for progress on IEP goals.
• Collecting data and adding it to IEP files.
• Offering support and guidance to general education teachers.
• Hour 6: Manage end-of-day tasks and delegate to instructional assistants as needed. Tidy the classroom and plan and preparr for the following day.
• Hour 7: Attend an IEP meeting for a current student on caseload. Review progress on goals, write new goals and address parental or administrative concerns. Ensure that the new IEP is signed by all necessary parties and duplicate paperwork and distribute to parents, administrators, school district, general education teachers and the special education department.
• Hour 8: Manage administrative tasks: contact parents, teachers and administrators to schedule IEP meetings, respond to parent emails and phone calls.
• Hour 9: Additional tasks that may include lesson planning, grading, filing, staff meetings, extracurricular or adjunct duties and other requirements.

General Licensing Requirements

Though specific teaching license requirements vary from state to state, federal legislation via the No Child Left Behind Act requires special education teachers to have a bachelor’s degree and to complete a teaching preparation program that includes supervised student teaching. Upon successful completion of an accredited program, prospective teachers can apply for a preliminary credential, which generally expires after five years. To obtain a “clear” or permanent credential, teachers must complete continuing education courses and serve as a classroom teacher for two or more years.

Some states or districts also offer “emergency credentials” for teachers who are willing to take hard-to-fill positions. In this case, the teacher forgoes the unpaid student teaching requirement and assumes all the responsibilities of a teaching position while completing credential classes after school hours. Though this option may appeal to individuals who need a steady income, it can be especially grueling because it places the newest and most inexperienced teachers in some of the most challenging classrooms.

For more information about specific licensing by state, visit the teacher certification section of the Special Education Guide website.

Areas of Specialization

Special education is a fluid and evolving discipline. As the educational community learns more about individual students, it attempts to categorize and define their needs; teachers can complete preparation programs and internships specifically designed to prepare them for meeting those needs.

Special education credential specializations include:

Early Childhood Credential

This credential authorizes teachers to work with students from birth to pre-kindergarten. Students may have a range of cognitive or physical disabilities.

Mild/Moderate Disabilities

Teachers who hold mild/moderate special education credentials often work in resource specialist programs (RSPs) or special day classes (SDCs). Their students usually have mild academic or behavioral difficulties, and can often be very successful with limited or moderate special education intervention. Generally, this credential authorizes a teacher to work with students from kindergarten through age 22.

Moderate/Severe Disabilities

With a moderate/severe credential, teachers can work in fully contained classrooms. These rooms generally offer basic and functional skills instruction for students with severe cognitive or physical disabilities. Generally, this credential authorizes a teacher to work with students from kindergarten through age 22.

Deaf and Hard of Hearing (DoHH)

This credential authorizes teachers to support students who qualify as DoHH. Students may range from those without cognitive impairments to those with severe and multiple disabilities. Many DoHH teachers work at multiple sites, advising classroom teachers on accommodations and assistive technology.

Visual Impairment (VI)

With the VI credential, teachers can work with students who are partially or fully blind, from those without cognitive impairments to those with severe and multiple disabilities. Many VI teachers work at multiple sites, advising classroom teachers on accommodations and assistive technology. Other sub-specializations include Braille teachers and orientation and mobility experts.

Many states offer additional specializations, including credentials in autism, physical and health impairments, behavior and more.

Previous and Next Steps: Special Education Teachers on the Career Path

Special education teachers come from a variety of backgrounds. Some complete general education teacher preparation programs and find more employment opportunities in special education. Others have children or relatives with special needs, and choose the career as a way to make positive educational changes for those with disabilities. Regardless, all special education teachers hold bachelor’s degrees, and those who teach at the high school level generally have bachelor’s degrees in one of the four core subjects: English, history, mathematics or science.

Many special education teachers remain very happy in their roles and complete 30 years of educational service inside the classroom. Others go on to be special education coordinators, school district administrators, directors of educational departments, consultants and even educational advocates and lobbyists.

If you’re a teacher looking to advance your career with a special education degree, check out our comprehensive list of master’s degree programs by state focused on special education.

National Organizations of Interest

The following organizations serve the interests and needs of special education teachers:

•   The National Association of Special Education Teachers
•   Council for Exceptional Children
•   National Center for Special Education Research

How to Become a Special Education Teacher

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Great teachers empathize with children, respect them, and believe that each one has something special that can be built on. Ann Lieberman

A career as a special education teacher will involve instructing students with emotional, physical and learning disabilities. Special education teachers may work with individuals of all ages from infants to adults. Their job will consist of helping their students develop problem solving, motor and social skills needed to complete their education and live independent lives. They may work with their students on personal and life skills in addition to academic curriculum and advancement.

Qualities of a Special Education Teacher

Special education teacher requirements include fantastic communication skills since they will be working with students, parents, and educators. They must be able to work in a one-on-one setting with students as well as in a group setting. Being able to meet the individual needs of their students is very important. Good computer skills and organization skills are important due to needing to keep detailed records of each student's progress. Being familiar with assistive technology devices in a classroom is a plus. An encouraging personality as well as the ability to be creative and flexible are all great qualities for a special education teacher.

Job Growth for Special Education Teachers

The employment growth for special education teachers is 3% at the national level for the 10-year period ending in 2029, according to the U.S. Bureau of Labor Statistics. This will vary according to which state you live in, however, and be driven by increased demand for special education services, and the need to replace teachers leaving their occupations.

All certified special education teachers in the United States must have at least a bachelor's degree and hold a state-issued license or certificate specific to teaching special education students. However, each state has their own specific licensing requirements.

Education Requirements for Special Education Teachers

Many universities and colleges offer special education degrees at the bachelor's, master's and doctoral levels.

Special education teacher degree classes will include gaining knowledge of disabilities like autism, downs syndrome, visual impairment and more. Students will also learn practical procedures for teaching science, math and reading skills to students who have special needs.

Specialized classes could examine topics like technology for differentiated instruction, low incidence disabilities and more. Special education teacher training will also include curriculum development courses and supervised classroom student teaching. Most special education teachers earn a degree in Special Education or Education .

Special Education Teacher Preparation Program

If your school does not offer a degree in special education, you can enroll in a special education teacher preparation program after receiving your degree. This type of program will lead you toward becoming a certified special education teacher. Licensure/certification can be attained through the completion of a teacher education program that is accredited by CAEP (Council for the Accreditation of Educator Preparation). Due to the high level of specialization among special education teachers, many states may require additional training before you can get a professional license.

Tests to Pass if you Want to Become a Special Education Teacher

Prospective special education teachers are also required to take and pass all special education content area assessments in order to obtain certification at the special education level. These standardized tests vary from state to state. Licensing and competency exams should be taken in the state where you wish to teach.

Find Information About Becoming a Teacher In Your State

Each state has different requirements for becoming a certified teacher. To find out specific requirements, click on your state.

• Connecticut
• Massachusetts
• Mississippi
• New Hampshire
• North Carolina
• North Dakota
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• Washington, DC
• West Virginia

Special Education Teacher by Degree Level

The tables and charts below break down the education level obtained as averaged across the U.S.

Data taken from BLS Educational attainment for workers 25 years and older by detailed occupation, 2010-11 (http://www.bls.gov/emp/ep_table_111.htm)

Special education teachers will have students with learning, physical and emotional disabilities. Many special education students may have delayed motor and social skills and will need to be worked with in these areas on a daily basis. Special education students can range from pre-k to 12th grade, depending on your area of specialty.

Special education teachers will work with students who have a wide range of disabilities ranging from learning, physical, mental and emotional. They are responsible for adapting general education lessons to meet the needs of their students. Subjects taught include reading, writing and math as well as basic skills like literacy and communication techniques. Their students may have disabilities ranging from mild to moderate to severe.

Job Duty Requirements for Special Education Teachers

Special education teachers must be able to meet their students' needs to ensure that each individual student receives proper attention and the assistance needed to succeed in school and life. This may include providing one-on-one assistance in the setting of a general classroom, adapting materials, providing appropriate testing opportunities and more.

Special education teachers provide the families of their students the tools they need to grow as independent individuals in their communities. These teachers work with parents, other teachers and paraprofessionals to create individual education plans (IEP) for their students in order to help meet the individual needs of each child.

A complex and demanding career path, the role of the special education teacher is difficult to encapsulate briefly, given that every teacher's caseload of students looks very different from the next. While there are similarities between elementary to secondary, there are differences as well.

Becoming an Elementary Special Education Teacher

Often considered a generalist (though perhaps with special interest or training in one or two areas of need) elementary special education teachers work hard to ensure that students with special needs are able to achieve all their abilities dictate that they can. Elementary special education teachers:

• Work with students who have Pervasive Developmental Disorder (PDD), autism, Asperger's syndrome, those who are blind, low-vision, deaf or hard-of-hearing, who have Central Auditory Processing Delays (CAP-D), physical disabilities, cognitive impairments or developmental delays.
• Spearhead the development of an Individual Education Plan each year as a working document for teachers, support staff, administrators, guardians/parents, and other professionals to contribute to in order to ensure best outcomes for students
• Outline accommodation and/or modification and/or alternate programming to classroom tasks
• Meet with parents/guardians and internal and external stakeholders for an annual review of IEP particulars and program goals, known as Identification, Placement, and Review Committee (IPRC) meetings
• Mentor and advise professional support staff such as speech pathology, audiology, interpreting, psychological assessment, occupational therapy, social work and medical services
• Ensure that accommodations or modifications during instructional time are also in place during assessments
• Create a transition plan from year to year, and from elementary to high school with post-secondary planning being a relevant goal and timeline
• Set academic and developmental goals for students to strive for - ensure that metrics are in place so that every success is measurable
• Communicate proactively and professionally about student assessment and behavior with teaching and non-teaching staff, individual students, their families and associated professionals, bearing in mind the impact of confidentiality regarding vulnerable persons
• Support the school's culture and practices for inclusion through extracurricular and co-curricular activities and staff leadership

Becoming a High School Special Education Teacher

Often considered a specialist (though perhaps a generalist due to diversity of need or size of school population) high school special education teachers work hard to ensure that students with special needs are able to achieve all their abilities dictate that they can, and then some. High school special education teachers:

• Assess student learning needs in the classroom on a holistic basis, taking into account the students current and past achievements, current cultural and familial framework, and future goals
• Spearhead the continuation of an accurate and effective Individual Education Plan each year as an editable working document for teachers, support staff, administrators, guardians/parents, and other professionals to contribute to in order to ensure best outcomes for student growth
• Act as a daily point of contact for internal and external stakeholders, including the student themselves as their individual need dictates
• Act as a friendly face and advocate, helping students learn the valuable skill of self-advocacy as they approach the end of high school
• Function as a resource for school to work transitioning
• Advocate for and promote students for extensive co-operative education placements both in and outside of the school
• Outline accommodation and/or modification and/or alternate programming to classroom tasks; keep rigorous metrics
• Proactively meet with parents/guardians and internal and external stakeholders for an annual review of IEP particulars and program goals, known as Identification, Placement, and Review Committee (IPRC) meetings
• Suggest beneficial reductions in support for the student to foster self-reliance, reduction in vulnerability, and independence
• Understand theories of adolescent development and how special needs may alter these developmental arcs
• Advocate on behalf of the student's needs to classroom teachers and administration, either individually and on an ad-hoc basis or in a more formal setting
• In-service teaching staff, support staff and administration on student behavior and general best practices for interaction and engagement
• Create a transition plan from year to year, and from high school to post-secondary education or job training. Ensure timelines are accurate; work backward from end-goal.
• Set academic and developmental goals for students to strive for - ensure that metrics are in place so that every small success is measurable

Certified special education teachers have many employment avenues open to them, including consultation, policy development, advocacy and administration.

Special education teachers can work in elementary schools, charter schools and private schools.

Public Schools

Public schools are required to admit any student who lives within the district, regardless of ability, ethnicity or socioeconomic backgrounds. In public schools, special education teachers tend to work with a diverse group of children with varying needs. Prospective public special education teachers are often required to apply directly to the district prior to seeking employment at a specific school.

Private Schools

Since private schools charge tuition for a child to attend, special education services are generally not free. Many smaller private schools do not even offer special education services. With that said, families of students with special needs may be required to hire a private one-on-one aide to assist the child. These schools are generally governed by a private school board or organization and may have religious affiliations.

If a prospective special education teacher is interested in teaching at a private school, they should check with the school in which they wish to teach to find out specific criteria. Many private schools do not have the same requirements for special education teachers as their public school counterparts. In some cases, relevant experience or a bachelor's degree will suffice.

Charter Schools

Charter schools are independent schools that do not require tuition. They have more flexibility than public schools, but are expected to perform better and have a greater accountability. Charter schools are typically smaller and more selective. They may have additional requirements for their education teachers. However, some charter schools may not have dedicated special education services. To inquire, contact the charter school of your interest.

NASET - National Association of Special Education Teachers: NASET is a national membership organization dedicated to providing support and assistance to those preparing for or teaching in the field of special education.

CEC - Council for Exception Children: The Council for Exceptional Children is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

IASE - International Association of Special Education: The IASE works to improve the quality of life and service delivery for all individuals with special needs.

NAPSEC - National Association of Private Special Education Centers: NAPSEC is a nonprofit association that supports access to appropriate special education programs with more than 200 programs nationally and over 400 at the state level through the Council of Affiliated State Associations.

The median annual wage for special education teachers was $61,030 in 2019, according to the U.S. Bureau of Labor Statistics, with entry-level teachers earning less than $40,730, and the highest 10% of experienced teachers earning more than $98,530 per year.

In addition to the salary, educators get great health and retirement benefits. Given the degree of specialty training that a special education teacher receives, he or she has an average salary that is somewhat higher than their mainstream counterparts, although private school teachers do earn less than public school teachers. Like other teaching roles, salaries are based mostly on experience and education.

Visit our Teacher Salary-What to Expect? page to find out more.

(Salary data for special education teachers reported by the U.S. Bureau of Labor Statistics in May 2019. Figures represent state data, not school-specific information. Conditions in your area may vary. Information accessed March 2021.)

Special Education Teachers (Preschool)

Salary (2022) and job outlook (2012 to 2020) by state.

According to the published BLS data from 2022, the national average salary for Special Education Teachers (Preschool) is $69,620, with an estimated 22,970 being employed nationwide. Also, the job outlook growth projection from 2012 to 2020 is expected to increase by 16.2%.

Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Preschool) (SOC Code: 25-2051)

Salary (2022) By Largest Metropolitan Areas

Special Education Teachers (Kindergarten and Elementary School)

According to the published BLS data from 2022, the national average salary for Special Education Teachers (Kindergarten and Elementary School) is $68,580, with an estimated 195,010 being employed nationwide. Also, the job outlook growth projection from 2012 to 2020 is expected to increase by 6.2%.

Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Kindergarten and Elementary School) (SOC Code: 25-2052)

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A special education teacher is an educator who is specially trained to work with students who have a variety of disabilities, including learning, physical, emotional, and developmental challenges. They focus on creating individualized education programs (IEPs) to meet each student's unique needs, ensuring they receive appropriate instruction and support to thrive in a classroom setting. Their role is crucial in helping students overcome barriers to learning and achieve their academic goals.

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5 Must Know Facts For Your Next Test

• Special education teachers must have specialized training and often hold certification in special education to effectively address the diverse needs of their students.
• They collaborate with other educators, parents, and specialists to develop and implement IEPs tailored to individual student needs.
• These teachers use various teaching strategies, assistive technology, and resources to engage students and facilitate learning.
• They also play a vital role in assessing students' progress and adapting instruction based on ongoing evaluations.
• The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities are entitled to free appropriate public education (FAPE), highlighting the importance of the special education teacher's role in this process.

Review Questions

• Special education teachers develop IEPs by first conducting assessments to understand each student's strengths, weaknesses, and specific needs. They collaborate with parents, general educators, and specialists to set measurable goals and determine the necessary accommodations and services. Once developed, special education teachers implement these plans in the classroom, adjusting instruction as needed to ensure that each student can meet their educational objectives.
• Collaboration between special education teachers and general educators is essential for creating an inclusive classroom environment where all students can thrive. By working together, they can share expertise, strategies, and resources that benefit all learners. This partnership helps ensure that students with disabilities receive the support they need while also promoting understanding and acceptance among their peers, ultimately enhancing the overall classroom experience.
• The Individuals with Disabilities Education Act (IDEA) has significantly shaped the role of special education teachers by ensuring that students with disabilities have the right to free appropriate public education (FAPE). This law mandates that schools provide necessary supports and services tailored to individual needs, which places greater responsibility on special education teachers. They are now central figures in creating IEPs, advocating for student rights, and ensuring compliance with legal requirements, which ultimately enhances educational opportunities for students with disabilities.

Related terms

Individualized Education Program (IEP) : A legally binding document that outlines the educational goals, accommodations, and services required for a student with a disability.

Inclusion : The practice of integrating students with disabilities into general education classrooms, promoting interaction and participation with their peers.

504 Plan : A plan developed to ensure that a child with a disability receives the accommodations and modifications needed to access education under Section 504 of the Rehabilitation Act.

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What Is Special Education? A Guide for Educators and Families

It’s a service, not a place.

Students who are blind are provided with braille books. An autistic student uses a visual schedule. A student with a learning disability receives additional reading instruction. These students all receive special education services.

Special education provides services that meet the unique needs of each student. This means that special education can include:

• An individualized curriculum that is different than general education peers’
• A curriculum that is modified for a student
• A combination of both

Here’s a roundup of everything you need to know about special education, plus our best special education articles.

What laws are involved in special education?

The Individuals With Disabilities Education Act (IDEA) is the federal law that explains how states must address special education. The IDEA definition of special education is: specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. It includes physical education, related services (e.g., speech therapy, occupational therapy), vocational education, and travel training. Essentially, special education is how students with disabilities have their needs met in the public education system.

Read more: What Is IDEA?

What about state laws?

IDEA sets the standard at the federal level, but the process and system are set up at the state level. So what special education looks like varies from state to state.

Visit your state’s Department of Special Education website or check out the parent resource center (every state has one) for information related to special education aimed at parents.

Find your state’s parent resource center in this list from Center for Parent Information & Resources .

How is special education not a “place”?

Special education can occur in many different settings, from the general education classroom to a hospital or separate school. Where a child receives services depends on their needs as determined by the IEP team, which includes the parents. ADVERTISEMENT

What are the main components of special education? (What do the acronyms stand for?)

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FAPE is Free Appropriate Public Education. This essentially means that students with disabilities must be provided with their education at no cost to the parents, just like any other student.

Read more: What Is FAPE?

Image: Arizona Department of Education

LRE is Least Restrictive Environment. LRE is the setting where the child receives services and can vary from general education to a separate school or even the child’s home. The LRE is decided by the IEP team. According to IDEA, special education must be provided in the least restrictive environment, or the same environment as their nondisabled peers, “to the greatest extent possible.” This means that children should only be removed from general education when their disability is such that that they cannot make progress. So, all consideration of where a child will learn starts in general education and works back from there.

Read more: What Is Least Restrictive Environment?

Image: Coastal Carolina University

SDI is specially designed instruction. This is the foundation of what special education is based on—that every child receives the instruction that they need to make progress and advance toward goals. SDI means adapting the content, delivery, or methodology of instruction to address the child’s needs, as determined by the needs related to their disability. The focus is on helping the child meet educational standards and ensuring access to the general curriculum. To help children access general education curriculum, SDI provides adaptations, accommodations, and modifications.

Read more: What Is Specially Designed Instruction?

IEP is the Individual Education Program. The IEP is the document that outlines everything that a child requires to receive FAPE and SDI.

Read more: What Is an IEP?

Accommodations and Modifications

Image: The Bender Bunch

Accommodations and modifications are ways that SDI is delivered and how the curriculum is individualized for a child; ways that the child receives access to the general education curriculum. In short, accommodations change how the material is being presented in a way that helps the child overcome or access through the disability. Modifications change what a child is taught or how the child works at school. So, an accommodation would be: allowing a child to record rather than write their answers, or reading aloud a question rather than having them read it. A modification would be providing a child a text with visuals instead of the general education text, or providing a test with two answer choices instead of four.

Read more: Accommodations vs. Modifications: What’s the difference?

Bookmark:  80+ Accommodations Every Special Ed Teacher Should Bookmark

More IDEA terms are defined at Parent Center Hub .

Which students can receive special education and who decides?

Special education is provided to students who fall under one of 13 disability categories:

• Developmental delay
• Specific learning disability
• Speech impairment
• Other health impairment
• Traumatic brain injury
• Autism spectrum disorder
• Vision impairment
• Hearing impairment
• Deaf-blindness
• Emotional disability
• Orthopedic impairment
• Intellectual disability
• Multiple disabilities

In order to receive special education services, a student must be found eligible. This means that they have one of the 13 disabilities and that it impacts them in the school setting. If the child cannot make progress in the general curriculum without SDI, they are eligible for special education services. (If they can make progress but still have an outside diagnosis, they may have a 504 plan in place instead.)

Read more: What Is a 504 plan?

An evaluation is different for each disability category (for example, an evaluation for traumatic brain injury will include a medical evaluation, while an evaluation for speech impairment will not). These regulations vary from state to state so it’s important to know your state’s requirements and timeline.

What is in an IEP?

The IEP includes all the information that the team needs to educate a child with a disability. It only addresses the aspects of a child’s disability that impact them throughout the school day. The sections of an IEP are:

• Present levels: How the child is currently doing in school and how the disability impacts them in class.
• Annual goals: Goals that the child will work on through SDI.
• Objectives: Students who take alternate assessments will also have objectives towards their goals.
• Measuring and reporting progress: Ways that the child’s progress is going to be measured and how it will be reported to parents.
• Specially designed instruction: A statement about how special education and related services will be provided.
• Related services include any therapies (speech therapy, physical therapy, occupational therapy).
• Supplementary aids and services provide access to participation across academic, extracurricular, and nonacademic settings.
• Program modifications for school personnel, which include things that school personnel need to know in order to work with this student (for example, how to use an assisted communication device).
• Extent of nonparticipation is the explanation of how much, if any, the child will be outside of general education, and why the team made that decision.
• Accommodations that the student will be provided during classroom instruction.
• Accommodations that a student will receive during district and state testing.
• Service delivery includes when, where, and how long a child will receive SDI (for example, 30 minutes 1x/week in special education).
• Transition planning for life after secondary school starts no later than a child’s 16th birthday (and can start earlier).
• Age of majority: An IEP must include a statement about how the student understands their rights as they graduate from the IEP.

What happens in an IEP meeting?

There are many different reasons to come together around an IEP, but every year, each student who has an IEP will have an annual review. During an annual review meeting, the team (parent, teachers, a district representative, therapists) discuss the child, their progress, and next steps. Everything in the IEP should be based on data, so it’s important to bring information (e.g., work samples, test data) to review.

Any decision regarding an IEP is a team decision, and team members don’t always agree. If the meeting cannot resolve a concern, schools or parents can follow procedures to reach an agreement.

Read more: What Is an IEP meeting?

Read more: What Is a Manifestation Determination Meeting?

When does special education start and end?

A child can receive early intervention or special education services if they have a disability diagnosed before age 3 (such as Down syndrome) or if they are at risk of a delay.

Read more: What Is Early Intervention?

The end-date for a student who has an IEP depends on a few things. They may be reevaluated and found no longer eligible, in which case special education services would end at that point. Otherwise they are no long eligible when they graduate from high school or turn 22.

What is NOT special education?

There are misconceptions about special education. Some things that special education is not:

• A specific program, like Orton-Gillingham
• Differentiated instruction
• An inclusive classroom

What else should I know?

Here are more of our favorite special education resources:

What Is Inclusion in Education?

27+ Best Autism Resources for Educators

If you’re still using these five words for students with disabilities, it’s time to stop.

New Ways To Empower Students Who Have Learning Differences or Dyslexia

How Teachers Can Support Twice-Exceptional Students

The IEP From A to Z: How To Create Meaningful and Measurable Goals and Objectives by Diane Twachtman-Cullen and Jennifer Twachtman-Bassett

10 Critical Components for Success in the Special Education Classroom by Marcia Rohrer and Nannette Samson

Wrightslaw: All About IEPs by Peter Wright, Pamela Wright, and Sandra Webb O’Connor

Do you teach special education? Connect with other teachers on the  WeAreTeachers HELPLINE group on Facebook .

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  Special Education Terms and Definitions

The following list contains special education terms, definitions and acronyms that are commonly used by schools during the IEP process .

Adapted Physical Education (APE): Specially designed physical education program, using accommodations designed to fit the needs of students who require developmental or corrective instruction in PE.

Accommodations: Changes that allow a person with a disability to participate fully in an activity. Examples include, extended time, different test format, and alterations to a classroom.

ADD/ADHD: Attention deficit disorder and attention deficit hyperactivity disorder are medical conditions characterized by a child's inability to focus, while possessing impulsivity, fidgeting and inattention.

Anxiety in Children: Defined as extreme agitation, filled with tension and dread. Anxiety is different than fear. Children with anxiety may or may not qualify for special education. Those who need modifications to their school day can achieve this through a 504 plan. Assessment or Evaluation: Term used to describe the testing and diagnostic processes leading up to the development of an appropriate IEP for a student with special education needs. Asperger's Syndrome: A type of pervasive developmental disorder (PDD) that involves delays in the development of basic skills, including socializing, coordination and the ability to communicate.

Autism: A brain development disorder characterized by impaired social interaction, communication and by restricted and repetitive behavior. Signs usually begin before a child is 3 years old.

Behavior Intervention Plan (BIP): Special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. May include program modifications and supplementary aids and services.

Bipolar Disorders: Characterized by cycles of mania alternating with depression. It is difficult to diagnose children with this disorder and often controversial.

Blindness: Condition defined by lacking visual perception due to physiological or neurological factors.

Cerebral Palsy: A series of motor problems and physical disorders related to brain injury. CP causes uncontrollable reflex movements and muscle tightness and may cause problems in balance and depth perception. Severe cases can result in mental retardation, seizures or vision and hearing problems.

Common Core Standards : A shared set of evidence based national standards developed through state led initiatives.  Common Core is designed to have fewer, simplified standards. They were created by the National Governors Association and Council of Chief State School Officers. Officials from 48 states participated in the process to develop the standards over several years.

Community Advisory Committee (CAC): A committee whose membership includes parents of school children, school personnel and representatives of the public. This committee advises school administration and local school boards regarding the plan for special education, assists with parent education and promotes public awareness of individuals with special needs.

Complaint Procedure: A formal complaint filed with the County or State Board of Education if a district violates a legal duty or fails to follow a requirement under the Individuals with Disabilities Education Act. (IDEA) Cumulative File: The records maintained by the local school district for any child enrolled in school. The file may contain evaluations and information about a child’s disability and placement. It also contains grades and the results of standardized assessments. Parents have the right to inspect these files at any time.

Deafness: Hearing impairment so severe that a child is impaired in possessing any linguistic information through hearing.

Designated Instruction Services (DIS): Instruction and services not normally provided by regular classes, resource specialist programs or special day classes. They include speech therapy and adaptive physical education.

Differential Standards for Graduation: Standards for graduation that may be modified for students with exceptional needs.

Disability: Physical or mental impairment that substantially limits one or more major life activities.

Due Process: Special education term used to describe the process where parents may disagree with the program recommendations of the school district. The notice must be given in writing within 30 days. IDEA provides two methods for resolving disputes, mediation or fair hearing.

Early Intervention: Programs for developmentally delayed infants and toddlers through 35 months of age; designed to help prevent problems as the child matures.

Emotional Disturbance (SED): Term used to describe a diagnosable mental, behavioral or emotional disorder that lasts for a significant duration that meets the criteria within the Diagnostic and Statistical Manual of Mental Disorders.

Extended School Year Services (ESY): An extended school year is a component of special education services for students with unique needs who require services in excess of the regular academic year. Extended year often refers to summer school.

Free Appropriate Public Education (FAPE): Special education and related services are provided at public expense, without charge to the parents.

Functional Behavioral Assessment (FBA): A problem solving process for addressing inappropriate behavior.

Hearing Impairment: Full or partial decrease in the ability to detect or understand sounds.

Home/Hospital Instruction: Students with verified medical conditions, which prevent them from attending school, may receive services on a temporary basis in the home or hospital with a physician’s referral.

Inclusion: Term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a special education teacher. Individuals with Disabilities Education Act (IDEA 2004): The original legislation was written in 1975 guaranteeing students with disabilities a free and appropriate public education and the right to be educated with their non-disabled peers. Congress has reauthorized this federal law. The most recent revision occurred in 2004.

Individualized Education Plan (IEP): Special education term outlined by IDEA to define the written document that states the disabled child's goals, objectives and services for students receiving special education.

Independent Educational Evaluation (IEE): A school district is required by law to conduct assessments for students who may be eligible for special education. If the parent disagrees with the results of a school district's evaluation conducted on their child, they have the right to request an independent educational evaluation. The district must provide parents with information about how to obtain an IEE. An independent educational evaluation means an evaluation conducted by a qualified examiner who is not employed by the school district. Public expense means the school district pays for the full cost of the evaluation and that it is provided at no cost to the parent.

Individualized Education Program Team: Term used to describe the committee of parents, teachers, administrators and school personnel that provides services to the student. The committee may also include medical professional and other relevant parties. The team reviews assessment results, determines goals and objectives and program placement for the child needing services.

Individualized Family Service Plan: (IFSP) A process of providing early intervention services for children ages 0-3 with special needs. Family based needs are identified and a written plan is developed and reviewed periodically. Individualized Transition Plan (ITP): This plan starts at age 14 and addresses areas of post-school activities, post secondary education, employment, community experiences and daily living skills.

Least Restrictive Environment (LRE): The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population. Placement options are offered on a continuum including regular classroom with no support services, regular classroom with support services, designated instruction services, special day classes and private special education programs.

Local Education Agency (LEA): Term used to describe a school district participating in a SELPA.

Local Plan: A plan developed by a SELPA and submitted to the State Department of Education for approval. The document outlines the plan for delivery of support services to eligible students living within the geographic boundaries of the plan.

Mainstreaming: Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.

Manifestation Determination: Within 10 school days of any decision to change the placement of a child with a disability because of violation of school code, the IEP team must review all relevant information in the student's file to determine if the conduct in question was caused by the child's disability or if the conduct was a direct result of the school district's failure to implement the child's IEP.

Mental Retardation (now referred to as Intellectually Disabled): This term has recently been changed. This disorder is characterized by below average cognitive functioning in two or more adaptive behaviors with onset before age 18.

Multiple Disabilities: An IEP term used to define a combination of disabilities that causes severe educational needs that require multiple special education programs such as mental retardation with blindness.

Non-public School (NPS) Districts contract with non-public schools when an appropriate placement cannot be found within the scope of the public education setting. Non-public school placement is sought only after efforts to find appropriate placement in public schools have been exhausted.

Obsessive-Compulsive Disorder(OCD): OCD is an anxiety disorder that presents itself as recurrent, persistent obsessions or compulsions. Obsessions are intrusive ideas, thoughts or images while compulsions are repetitive behaviors or mental acts that the child feels they must perform.

Occupational Therapists: Provide consultation and support to staff to improve a student’s educational performance related to fine motor, gross motor and sensory integration development.

Oppositional Defiant Disorder (ODD): A child who defies authority by disobeying, talking back, arguing or being hostile in a way that is excessive compared to other children and this pattern continues for more than six months may be determined to have ODD. ODD often occurs with other behavioral problems such as ADHD, learning disabilities and anxiety disorders.

Orthopedic Impairment: Term used to define impairments caused by congenital anomaly, impairments by diseases and impairments by other causes.

Other Health Impaired: Term used to describe limited strength, vitality and alertness that results in limited ability in the educational environment. Impairment could be a result of chronic health problems such as asthma, attention deficit disorder , epilepsy, heart condition, hemophilia, leukemia, nephritis, rheumatic fever and sickle cell anemia. Parent Consent: Special education term used by IDEA that states you have been fully informed in your native language or other mode of communication of all the information about the action for which you are giving consent and that you understand and agree in writing to that action.

Physical Therapists: Provide consultation and support to staff to improve a student’s educational performance related to functional gross motor development.

Private School: There are new laws regulating the rights of students with disabilities whose parents place them in private schools. When a student is enrolled in private school and has academic difficulties, the school where the student attends needs to inform the parent and the local public school district of the student’s difficulties. The district of residence may assess the student to determine if the student qualifies for special education. If they do qualify, the district of residence is responsible for writing an Individualized Education Plan

Residential and Private Placements: Part B of IDEA does not require a school district to pay for the cost of education for your disabled child at a private school or facility if the school district made free appropriate public education available to your child and you chose to place your child in private placement.

Resource Specialists: Provide instructional planning and support and direct services to students who needs have been identified in an IEP and are assigned to general education classrooms for the majority of their school day.

Resource Specialist Program (RSP): Term used to describe a program that provides instruction, materials and support services to students with identified disabilities who are assigned to general classroom for more than 50% of their school day.

School Psychologist: Assist in the identification of intellectual, social and emotional needs of students. They provide consultation and support to families and staff regarding behavior and conditions related to learning. They plan programs to meet the special needs of children and often serve as a facilitator during an IEP meeting.

Sensory Processing Disorder: A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.

Specific Learning Disability: Special education term used to define a disorder in one or more of the basic psychological processes involved in understanding or using language spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical equations.

Speech and Language Impairments: Communication disorders such as stuttering, impaired articulation, language impairment or voice impairment.

Speech and Language Specialists: Assesses students for possible delayed speech and language skills and provides direct services in the area of phonology, morphology, syntax, semantics and pragmatics. They are also available regarding hearing impairments and amplification.

SSDI: Social security disability insurance benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who have paid into the system or has a parent who has paid into the Social Security system.

SSI: Supplemental Security Income benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who fall below certain assets and income levels.

Special Day Class (SDC): Term used to describe a self contained special education class which provides services to students with intensive needs that cannot be met by the general education program, RSP or DIS program. Classes consist of more then 50% of the student’s day.

State Schools: Most states operate state run residential schools for deaf and blind students.

Student Study Team (SST): A group that evaluates a child’s performance, makes recommendations for success and develops a formal plan. The team includes the classroom teacher, parents, and educational specialists. They may make a recommendation for a special education evaluation.

Tourette's Syndrome: Disorder that includes multiple motor and one or more vocal tics, which occur many times per day, nearly daily. If a child has Tourette's syndrome, symptoms tend to appear between the ages of 3-10 years old.

Traumatic Brain Injury: An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment. Applies to open or closed head injuries. Transition IEP: IDEA mandates that at age 16, the IEP must include a statement about transition including goals for post-secondary activities and the services needed to achieve these goals. This is referred to an Individual Transition Plan or (ITP).

Turner's Syndrome: This rare genetic disorder affects females and is characterized by the absence of an X chromosome. Characteristics include small stature, limited development of sexual characteristics, low hairline and abnormal eye and bone development.

Visual Impairment: Impairment in vision that even with correction adversely affects a child’s educational performance.

Vision Specialists: Provide consultation and support to staff and direct instructional support to students with visual impairments. They provide functional vision assessments and curriculum modifications including Braille, large type and aural media.

Workability Program: These programs focus on preparing high school students with disabilities for successful transition to employment, continuing education and quality adult life with an emphasis on work based learning opportunities.

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One of the greatest problems of our time is that many are schooled but few are educated.

The National Association of Special Education Teachers (NASET) is the only national membership organization dedicated solely to meeting the needs of special education teachers and those preparing for the field of special education teaching.

We are wasting valuable brains and risking poor outcomes by teaching students with ADHD according to…

Adults with autism spectrum disorder prefer to take on a following role rather than leading when…

The federal government committed tens of millions of dollars to promote research and services for…

MONDAY, Aug. 5, 2024 (HealthDay News) -- Children with medical complexity (CMC) often have…

New York City’s Education Department is creating a new division to support students with…

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NASET Professional Development Program (PDP)

NASET has always provided an online platform that supplied the resources required for Special Education Professional Development. Over the years, we have added numerous courses, lectures, PowerPoint presentations, resources and e-Publications. In fact, the sheer volume of content has reached a point where another approach to maximize the primary function of professional development was needed. From this need for a better layout to allow for easier access and use of our website for Professional Development we created the PDP. To learn more - Click here

NASET e-Publications

Hundreds of e-Publications available for online viewing and as PDF files for downloading. All past articels are archived. Take a moment to review the large list of our e-Publications that grows monthly. - To learn more - Click here  

Professional Resources

Comprehensive resources from audio lectures, databases of informational resources, IEP development tool, Conferences, Teacher Forum and Much More...To learn more - Click here

Career Center

From the latest job listings to professional development courses, NASET 's Career Center provides you with tools and information to further your Career as a Special Educator. To learn more - Click here

Members Benefits -  Click here

Latest Issue of JAASEP

(journal of the american academy of special education professionals).

Click on the JAASEP Image for the Table of Contents

NASET's Career Center showcases the latest job openings in special education.

Also, you'll find:

• Career Advice
• Book Resources
• Tips on Resumes & Cover Letters
• Interviewing Techniques
• Special Ed Career Fact Sheets
• Guidelines for Licensing and Certification in all 50 States

* Certified Special Education Resource/Extended Resource Teachers - Sahuarita Unified School District Student Services Department is seeking multiple Special Education Teacher/Resource/Extended Resources Teachers ranging from Kinder through 12th grade. The SUSD#30 Student Services Department is committed to providing top-notch professional development opportunities for our staff, both within and outside the district. To learn more- Click here

* Special Education Teacher - Our mission is to create a nurturing environment where healing and growth are possible for every student. From overcoming past trauma to building a brighter future, we're committed to making a difference in their lives. To learn more- Click here

* SPED Teacher - This teaching position entails both instructional and case management responsibilities for providing special education services and supports to students with exceptional learning needs at DCI during the school year. To learn more- Click here

* Special Education Academic Case Manager -  Works closely with the Education Team to ensure the safety and well-being of the students while participating in the education program. The Special Education Teacher functions as part of the academic and treatment team and is responsible for educating and providing supervision of students while in school.   To learn more - Click here

* Special Education Teacher - Squamscott River Academy - They are responsible for generating lesson plans to instruct their students in areas of need per IEP goals and/or core content area, as well as other assigned subject areas. They prepare project-based assignments, utilize a variety of assessment methodologies and engagement tools to support student learning.  To learn more - Click here

* Special Education Teacher - Ashuelot Valley Academy - Works closely with the whole school team to ensure the safety and well-being of the students while they participate in the academic program. They are responsible for generating lesson plans to instruct their students in areas of need per IEP goals and/or core content area, as well as other assigned subject areas. To learn more - Click here

* Inclusive Learning Specialist - The Inclusive Learning Specialist is a critical leader in developing and implementing specialized educational programs that cater to the diverse needs of students with disabilities. This role is responsible for designing and overseeing the special education curriculum while managing and chairing 504 meetings. To learn more- Click here

* Certified Special Education Teacher - Every member of the Team & Family at KIPP Texas Public Schools plays a critical role in ensuring our students have the skills and confidence to pursue the paths they choose - college, career and beyond. Our educators are passionate advocates for their students and their families, working tirelessly to ensure that our students have access to opportunity. In our classrooms and across the KIPP family we embrace, honor and celebrate our differences across several characteristics that construct our unique identities in our little and big KIPPsters. To learn more- Click here

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Board certification in classroom managment, (bccm) , for special education teachers, to learn more - click here  , naset spotlight, get board certified in classroom management, get board certified in iep development, get board certified in inclusion in special education, get board certified in sped advocacy through naset, naset professional development program  (pdp), 101 professional development courses, get board certified in special education through naset.

Here's What NASET Has to Offer

Take a moment to review the various e-Publications, professional development and special education resources.

NASET is proud to offer its' members free access to one of the most extensive and comprehensive sources of Professional Development courses available today. With over 100 courses ranging from 1 to 3 hours each, NASET provides it's members the opportunity for over 100 hours of professional development included with your membership in NASET.

Professional Development Courses (101 courses) - Free with Membership!

Board certification in special education (b.c.s.e.).

Board Certification in Special Education establishes a much needed standard for professionals, across disciplines, who work with exceptional children.

IEP Information

NASET provides the multiple areas with valuable information about IEPs. From a ePublication IEP Components to mutlple articles resources, forms, NASET has a wealth of information for the special education professional.

NASET Special Educator e-Journal

The online Special Educator e-Journal is published monthly throughout the year and provides timely information on what's current in special education.

The Special Educator’s List of 100 Forms, Tables, Checklists, and Procedures

This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis. All documents are available to view online or download as a PDF file for offline printing.

NASETs' Week in Review

NASET's Week in Review is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.

NASET News Alerts

NASET News Alerts provide the latest special education news as it happens. News Alerts are emailed, posted and through RSS feeds.

This series provides NASET members with an in-depth look at the step-by-step process of assessing students for eligibility and educational placement in special education.

Lesser Known Disorders in Special Education Series

This series is devoted to lesser known disorders that you may encounter in special education. While not as prevalent as other disorders experienced by most special education teachers, you should be aware of these disorders in order to become more knowledgeable, and increase your ability to assist patents of children with these disorders if they should appear in your classroom or school. Each month we will present a list of 3 disorders that appear in the special education population. Some of these  disorders may contain subtypes which will also be presented.

The NASET LD Report is an education resource that provides NASET members with a comprehensive overview of learning disabilities.  The NASET LD Report covers many areas of study in the field of LD.

The Practical Teacher is a monthly education resource that provides NASET members with practical tools, strategies, and relevant information that they can use both in and outside of the classroom.

Parent Teacher Conference Handouts can be given at the end of parent teacher conferences to reinforce concepts and help parents better understand information discussed at the conference. New additions are added monthly.

The NASET RTI Roundtable is an educational resource that provides members with the latest information on RTI.

Autism Spectrum Disorder Series

The NASET Autism Spectrum Disorder Series is an education resource that  focused on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies.

Behavior Management Series

NASET’s Behavior Management Series is a unique guide for all teachers in helping to understand what their student’s behavior really means and how to identify and resolve the issue. This series offers teachers the insight into the inner dynamics, conflicts, fears, symptoms, tension, and so on of students who may be experiencing difficulty learning or behaving in the classroom.

The Classroom Management Series provide teachers with practical guidelines covering a variety of topics and supportive information which may help improve their classroom.

Researched Based Journal in Special Education

A Journal of Research Based Articles in Special Education are provided courtesy of The Journal of the American Academy of Special Education Professionals ( JAASEP ). Each issue contains articles that are derived from multiple authors and are based upon the latest research in our profession.

This series is devoted exclusively to students with severe disabilities. This series will cover all aspects of students with severe disabilities focusing especially on understanding this population and what skills and information are necessary if you are asked to teach this population of students.

NASET Q & A Corner

At NASET , we get many questions from our members about certain areas of interest.  The NASET Q & A Corner provides all members with the opportunities to have access to these questions, and more importantly, answers to them from professionals in the field.

This series is intended to provide teachers, related service personnel, administrators, and other individuals charged with assisting in the development of the paraprofessional workforce with information and strategies to build strong, effective, supportive teams to ensure successful educational services for all students.

©2024 National Association of Special Education Teachers. All rights reserved

What is a Special Education Teacher?

Learn about the role of Special Education Teacher, what they do on a daily basis, and what it's like to be one.

• What is a Special Education Teacher
• How to Become
• Certifications
• Tools & Software
• LinkedIn Guide
• Interview Questions
• Work-Life Balance
• Professional Goals
• Special Education Teacher Resumes
• Special Education Teacher Cover Letters

Start Your Special Education Teacher Career with Teal

Definition of a Special Education Teacher

What does a special education teacher do, key responsibilities of a special education teacher.

• Assessing students' abilities and crafting individualized education plans (IEPs) to meet their specific needs.
• Collaborating with parents, teachers, and other professionals to create a supportive network for each student.
• Adapting teaching methods and instructional materials to suit different learning styles and disabilities.
• Implementing IEPs, monitoring student progress, and adjusting strategies as necessary.
• Managing classroom behavior through the use of positive reinforcement and behavior modification techniques.
• Providing one-on-one or small group instruction to facilitate personalized learning experiences.
• Utilizing assistive technology and other resources to enhance learning outcomes for students with disabilities.
• Advocating for students' rights and ensuring compliance with all federal and state laws regarding special education.
• Conducting ongoing assessments to evaluate student progress and the effectiveness of instructional strategies.
• Participating in professional development opportunities to stay current with best practices in special education.
• Communicating regularly with parents and guardians to discuss student achievements and challenges.
• Creating a classroom atmosphere that is safe, respectful, and conducive to learning for all students.

Day to Day Activities for Special Education Teacher at Different Levels

Daily responsibilities for entry-level special education teachers.

• Implementing lesson plans tailored to individual student needs
• Assessing student abilities and monitoring progress
• Collaborating with general education teachers to support inclusive practices
• Assisting with the development and adjustment of IEPs under supervision
• Managing classroom behavior and implementing intervention strategies
• Engaging in professional development to improve teaching techniques

Daily Responsibilities for Mid-Level Special Education Teachers

• Designing and modifying curriculum to meet diverse learning needs
• Leading IEP meetings and collaborating with parents and service providers
• Conducting formal and informal assessments to inform instruction
• Developing behavior management plans and implementing positive behavior supports
• Advocating for students and ensuring compliance with special education laws
• Mentoring new teachers and sharing best practices in special education

Daily Responsibilities for Senior Special Education Teachers

• Guiding the school's special education program and policy implementation
• Managing complex student cases and coordinating with multidisciplinary teams
• Leading professional development for staff on special education topics
• Collaborating with school administration on special education resources and staffing
• Participating in district-level planning and advocacy for special education services
• Conducting research and staying current with advances in special education practices

Types of Special Education Teachers

Early childhood special education teacher, resource room special education teacher, inclusion special education teacher, special education teacher for specific disabilities, transition special education teacher, behavioral support special education teacher, what's it like to be a special education teacher , special education teacher work environment, special education teacher working conditions, how hard is it to be a special education teacher, is a special education teacher a good career path, faqs about special education teachers, how do special education teachers collaborate with other teams within a company, what are some common challenges faced by special education teachers, what does the typical career progression look like for special education teachers.

How To Become a Special Education Teacher in 2024

Related Career Paths

Shaping young minds, fostering growth and curiosity in early learning stages

Shaping young minds, fostering creativity and curiosity in the foundation years

Shaping young minds, fostering creativity and curiosity in early education stages

Supporting educational growth, fostering student engagement in a dynamic learning environment

Empowering students' academic growth through personalized learning and mentorship

Shaping young minds, stepping in to ensure seamless learning during teacher absences