• A bachelor’s degree, completion of an approved teacher preparation program, and a license are required to qualify; many States require a master’s degree.
• Many States offer alternative licensure programs to attract people into these jobs.
• Excellent job prospects are expected due to rising enrollments of special education students and reported shortages of qualified teachers.

The various types of disabilities qualifying for special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, deaf-blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Early identification of a child with special needs is an important part of a special education teacher’s job. Early intervention is essential in educating children with disabilities.

Special education teachers use various techniques to promote learning. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small group work. When students need special accommodations for test-taking, special education teachers see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test.

Special education teachers help to develop an Individualized Education Program (IEP) for each special education student. The IEP sets personalized goals for each student and is tailored to a student’s individual learning style and ability. This program includes a transition plan outlining specific steps to prepare special education students for middle school or high school, or in the case of older students, a job or postsecondary study. Teachers review the IEP with the student’s parents, school administrators, and often the student’s general education teacher. Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home.

Special education teachers design and teach appropriate curricula, assign work geared toward each student’s ability, and grade papers and homework assignments. They are involved in a student’s behavioral as well as academic development. They help special education students develop emotionally, be comfortable in social situations, and be aware of socially acceptable behavior. Preparing special education students for daily life after graduation is an important aspect of the job. Teachers help students learn routine skills, such as balancing a checkbook, or provide them with career counseling.

As schools become more inclusive, special education teachers and general education teachers increasingly work together in general education classrooms. Special education teachers help general educators adapt curriculum materials and teaching techniques to meet the needs of students with disabilities. They coordinate the work of teachers, teacher assistants, and related personnel, such as therapists and social workers, to meet the requirements of inclusive special education programs, in addition to teaching special education students. A large part of a special education teacher’s job involves interacting with others. They communicate frequently with parents, social workers, school psychologists, occupational and physical therapists, school administrators, and other teachers.

Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; and others teach with general education teachers in classes composed of both general and special education students. Some teachers work in a resource room, where special education students work several hours a day, separate from their general education classroom. A significantly smaller proportion of special education teachers works in residential facilities or tutor students in homebound or hospital environments.

Special education teachers who work with infants usually travel to the child’s home to work with the child and his or her parents. Many of these infants have medical problems that slow or preclude normal development. Special education teachers show parents techniques and activities designed to stimulate the infant and encourage the growth of the child’s skills. Toddlers usually receive their services at a preschool where special education teachers help them develop social, self-help, motor, language, and cognitive skills, often through the use of play.

Technology is playing an increasingly important role in special education. Special education teachers use specialized equipment such as computers with synthesized speech, interactive educational software programs, and audiotapes to assist children.

Some schools offer year-round education for special education students, but most special education teachers only work the traditional 10-month school year.

All States require a bachelor’s degree and completion of an approved teacher preparation program with a prescribed number of subject and education credits and supervised practice teaching. Many States require special education teachers to obtain a master’s degree in special education, involving at least 1 year of additional coursework, including a specialization, beyond the bachelor’s degree.

Some States have reciprocity agreements allowing special education teachers to transfer their license from one State to another, but many still require special education teachers to pass licensing requirements for that State. In the future, employers may recognize certification or standards offered by a national organization.

Many colleges and universities across the United States offer programs in special education, including undergraduate, master’s, and doctoral programs. Special education teachers usually undergo longer periods of training than general education teachers. Most bachelor’s degree programs are 4-year programs including general and specialized courses in special education. However, an increasing number of institutions require a fifth year or other postbaccalaureate preparation. Courses include educational psychology, legal issues of special education, child growth and development, and knowledge and skills needed for teaching students with disabilities. Some programs require specialization. Others offer generalized special education degrees, or study in several specialized areas. The last year of the program usually is spent student teaching in a classroom supervised by a certified teacher.

Alternative and emergency licenses are available in many States, due to the need to fill special education teaching positions. Alternative licenses are designed to bring college graduates and those changing careers into teaching more quickly. Requirements for an alternative license may be less stringent than for a regular license and vary by State. In some programs, individuals begin teaching quickly under a provisional license. They can obtain a regular license by teaching under the supervision of licensed teachers for a period of 1 to 2 years while taking education courses. Emergency licenses are granted when States have difficulty finding licensed special education teachers to fill positions.

Special education teachers must be patient, able to motivate students, understanding of their students’ special needs, and accepting of differences in others. Teachers must be creative and apply different types of teaching methods to reach students who are having difficulty. Communication and cooperation are essential traits because special education teachers spend a great deal of time interacting with others, including students, parents, and school faculty and administrators.

Special education teachers can advance to become supervisors or administrators. They may also earn advanced degrees and become instructors in colleges that prepare others for special education teaching. In some school systems, highly experienced teachers can become mentor teachers to less experienced ones; they provide guidance to these teachers while maintaining a light teaching load.

The job outlook varies by geographic area and specialty. Although all areas of the country report difficulty finding qualified applicants, positions in inner cities and rural areas usually are more plentiful than job openings in suburban or wealthy urban areas. Student populations, in general, also are expected to increase significantly in several States in the West and South, resulting in increased demand for special education teachers in these regions. In addition, job opportunities may be better in certain specialties—such as speech or language impairments, and learning disabilities—because of large enrollment increases of special education students classified under these disability categories. Legislation encouraging early intervention and special education for infants, toddlers, and preschoolers has created a need for early childhood special education teachers. Special education teachers who are bilingual or have multicultural experience also are needed to work with an increasingly diverse student population.

The number of students requiring special education services has grown steadily in recent years . This trend is expected to continue. Learning disabilities will continue to be identified and diagnosed at earlier ages. In addition, medical advances have resulted in more children surviving serious accidents or illnesses, but with impairments that require special accommodations. The percentage of foreign-born special education students also is expected to grow as teachers begin to recognize learning disabilities in this population. Finally, more parents are expected to seek special services for their children if they have difficulty meeting the new, higher standards required of students.

Median annual earnings of middle school special education teachers in 2000 were $38,600. The middle 50 percent earned between $31,360 and $49,150. The lowest 10 percent earned less than $26,500, and the highest 10 percent earned more than $61,590.

Median annual earnings of secondary school special education teachers in 2000 were $41,290. The middle 50 percent earned between $32,840 and $52,860. The lowest 10 percent earned less than $27,180, and the highest 10 percent earned more than $67,030.

In 2000, about 57 percent of special education teachers belonged to unions—mainly the American Federation of Teachers and the National Education Association—that bargain with school systems over wages, hours, and the terms and conditions of employment.

In most schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Some teachers earn extra income during the summer, working in the school system or in other jobs.

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