special education student description

What is Special Education?

Special Education is a set of services provided to students who experience exceptional learning needs. Governed by federal law ( Individuals with Disabilities Education Act, IDEA ), special education is defined as: “Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.” Special education services may be provided across a variety of educational environments to students who have an individualized education program (IEP).

Eligibility for special education services requires that students have an identified disability that impacts their ability to learn and requires additional services and resources to effectively participate in school. Children who typically qualify for special education services include those with the following disabilities:

• Intellectual disability
• Hearing impairments (including deafness)
• Speech or language impairments
• Visual impairments (including blindness)
• Serious emotional disturbance
• Orthopedic impairments
• Autism spectrum disorder
• Traumatic brain injury
• Other health impairments
• Specific learning disabilities
• Developmental delay

Under the law, the IDEA ensures that regardless of a student’s disability or level of severity, schools must provide an appropriate education to ALL children with a disability (ages 3-21). It also requires that the following six principles be provided for students who receive special education services:

• Free and Appropriate Public Education (FAPE) — a public education at no cost to parents/guardians or children designed to meet the individual needs of each student, provide access to the general education curriculum, provides services in accordance to a student’s IEP, and results in an educational benefit to the child.
• Nondiscriminatory Identification and Evaluation — refers to the process and instruments used to identify individuals with a disability. Having the appropriate professional disposition is vital in educators, especially in special education classrooms. Schools are required to use nonbiased methods as well as multiple approaches in the evaluation process to ensure that there is no discrimination on the basis of race, culture, or native language. All evaluation instruments must use the child’s first language. No identification or placement decisions may be based on a single evaluation instrument or test score.
• Individualized education program (IEP) — this document is the foundation of special education and specifically describes the services to be provided to the student with a disability. The IEP includes a description of a student’s current level of educational performance, information on how his or her disability influences academic performance, and details needed adaptations and accommodations. This document also specifies the educational settings in which the student will receive instruction in the least restrictive environment, the learning goals and objectives that will be addressed within a targeted year, behavior management plan (if needed), transportation needs, and related services.
• Least Restrictive Environment (LRE) — this indicates the educational settings in which a student with a disability receives special education services. The assumption is that all children will be educated alongside their peers without disabilities, to the greatest extent appropriate. It is only when it is determined that a student’s education cannot be achieved satisfactorily using supplemental aids and services in general classroom settings that alternative educational settings would be identified. At that time, the LRE might include special education services received part- or full-time in a resource room setting, a self-contained classroom setting, and/or community-based settings.
• Parent Participation — parents of a child with a disability must be a member of any group that makes decisions regarding the placement and LRE of their child. Parents have a right to notification of all meetings regarding their child’s placement, access to planning and evaluation materials, and notification of any planned evaluations. Both parents and students must be invited to attend IEP meetings.
• Due Process Safeguards — these include the protections afforded to children and their parents under IDEA. Safeguards include: obtaining parental consent for all evaluations and educational placement decisions, confidentiality of all records relating to a child with a disability, independent student evaluation at public expense, and due process hearings when the school and parent may disagree.

If you are ready to make a difference as an educator and learn new ways to nurture a modern classroom, earn your online Master of Science in Education in Special Education from Purdue University. Within this convenient online platform, you can reach your goals of higher education at an accelerated pace. Call 877-497-5851 to speak with an admissions advisor.

My child is in special education. What should I know about IDEA?

If your child is in Special Education, here’s what to know about IDEA so you can work with school to get your child the support they need.

What rights do students have under the IDEA special education law?

All students have the right to a free, appropriate public education that meets their unique needs. 

For students with qualifying disabilities, a law called IDEA requires schools to provide Special Education services that are designed specifically for the student.

The school district has to follow rules and regulations that protect students and families. These rules make sure that your child is getting what the law says they can get. The rules also make sure that you have a fair process in setting up the Special Education services.

What is IDEA and why is it important?   

IDEA is the Individuals with Disabilities Education Act.

This is the federal law that supports Special Education in every state. IDEA requires all public schools to provide services to students with disabilities to meet their unique educational needs.

IDEA guarantees these rights to all children who qualify because of a disability:

• The right to a “ Free and Appropriate Public Education” (FAPE)
• A comprehensive evaluation paid for by the school
• Services to support their learning needs from age 3-21
• An education in the “ Least Restrictive Environment ” (LRE) . This means the school must provide the support to enable a student to learn in a regular classroom with typical peers, as much as possible. 

The school district is also required by law to do these things for parents and guardians:

• Give you information in your preferred language and provide a professional interpreter for meetings 
• Send you written notice of upcoming IEP meetings (IEP = Individualized Education Program ) 
• Send you progress reports as often as the school sends reports to parents of students without disabilities
• Stick to a specific timeline when you go through the process 
• Plan all meetings at a time and place that works for you
• Share your child’s school records and evaluation results if you ask for them 

The requirements of IDEA apply to public schools in every U.S. state. Some states may pass additional laws that are stricter. For example, IDEA requires formal planning for the transition out of school to adult life at age 16, but Massachusetts requires this to start at age 14.

What rights do parents and children have under IDEA?

IDEA guarantees FAPE: a Free and Appropriate Public Education . This just means a free (public) education that meets each child’s unique needs. Students with disabilities may need specialized teaching and other services (Special Education) to make sure their education is appropriate for them. 

If the school fails to provide this, it’s called a “violation of FAPE” , and you have a legal right to claim this violation. 

What does “Appropriate” mean?

An “appropriate education” means that students should get the support they need to make effective academic progress, and meet the goals that they, their families, and the IEP team have set for them. It may be very different for different students.

If you think your child is not getting an education that meets their unique needs, then you could argue that it is not appropriate.

What about the “Free” part?

The IDEA law applies to any school that receives federal money and is free for families. This means all public schools (including most, if not all, charter schools). If you choose to send your child to a faith-based or private school that gets no federal funding, the school is not required to provide Special Education services. In this case, the school may still work with you to provide services, but it’s not required; you lose your right to IDEA protections. You do, however, still have the right to a Special Education evaluation, paid for by your local school district.

What is an LRE: Least Restrictive Environment?

The IDEA law requires that students with disabilities must be taught with their non-disabled peers as much as possible.  

The least restrictive environment overall is a typical classroom for the whole day . For most children on an IEP,  the LRE is the closest they can get to that and still make progress.

If extra support and services will allow your child to make progress in the regular classroom, then that’s what the school must offer. Only if that’s not possible will your child go to a more restrictive setting like a special needs classroom. 

The most restrictive environment is a school for children with specific disabilities.

What’s the timeline for the Special Education process?

The school district is required by the IDEA to stick to a timeline for the Special Education process. You have a right to make sure they follow it.

• Once the school gets your request or referral for an evaluation, they have 5 school days to contact you. At this time they must give you a consent form for the evaluation and a copy of the Procedural Safeguards , which describe the process and your rights. 
• Once you give them the signed consent form, they have 30 school days to complete the evaluation and 45 school days to give you the results.
• The school is supposed to start providing services right away after the IEP is signed.

Learn more about Special Education rights:

We described here the main Special Education rights that IDEA ensures, but there are more. Also, some states may have additional regulations. (Check your own state’s Department of Education website to learn more). These resources can give more detail and support:

• Procedural Safeguards :

When you start this process, your school should give you a manual that describes the rules, requirements, timelines, and how to resolve disputes. It is usually called Procedural Safeguards but may have a different name in your state. You should be able to find your state’s version on the state Department of Education website.

• Parent’s Special Education Guide:

Most states have their own version. It should describe in detail your rights, the rules and regulations from both IDEA and the state, the evaluation process, the IEP process, and more. Check your state’s Department of Education website to search for this. 

• Your State’s Parent Training and Information Center (PTIC) : 

PTIC’s are federally funded and exist in every state. Their purpose is to support families of kids with disabilities and help you advocate for your child’s needs. They offer training, support groups, resources, and individual help.

• Read more about IDEA on the U.S. Department of Education site .
• Your state’s Department of Education website. Search for Special Education.

Learn more:

• Know your Special Education rights (webinar)
• How to advocate for your child with a disability…and get results (blog)
• Learn more about solving disagreements with the school
• Special Education Rights Video Series , by Mass Advocates for Children. (They are created for Massachusetts families, but are applicable to other states, since they describe national IDEA rights.)

Check out our page: Special Education Hub

Where you will find links to more articles on this topic.

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special education , the education of children who differ socially, mentally, or physically from the average to such an extent that they require modifications of usual school practices. Special education serves children with emotional, behavioral, or cognitive impairments or with intellectual , hearing, vision, speech, or learning disabilities; gifted children with advanced academic abilities; and children with orthopedic or neurological impairments. See also deafness ; blindness ; speech disorder ; mental disorder ; gifted child ; childhood disease and disorder ; learning disabilities .

(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)

Although there are isolated examples of caring for and treating disabled individuals in ancient Greece and Rome, early societies typically shunned people who differed from the norm. During the Middle Ages the church became the first institution to provide care for physically or mentally impaired people, but the development of techniques associated with special education did not emerge until the Renaissance, with its emphasis on human dignity. In the mid-1500s Pedro Ponce de León succeeded in teaching deaf pupils in Spain to speak, read, and write; it is assumed that his methods were followed by Juan Pablo Bonet , who in 1620 published the first book on the subject. This gave rise to a wider European interest in the education of deaf individuals. In 17th-century England John Bulwer published an account of his experiences teaching deaf persons to speak and lip-read, and in France similar work was carried on by Charles-Michel, abbé de l’Epée (1712–89), who changed the nature of communication for deaf and hard-of-hearing individuals by developing the natural sign language they used into a systematic and conventional language for more universal use. His work was developed by Roch-Ambroise Cucurron, Abbé Sicard , and gave rise to the manual system, or silent method, of teaching people with hearing impairments. In Germany Samuel Heinicke experimented with training deaf children to speak, and in the 19th century Friedrich Moritz Hill (1805–74), a leading educator of the deaf, developed this method in relation to the concept that education must relate to the “here and now” of the child—known as the “natural method.” Thus arose the oral method of instruction that in time became an accepted practice throughout the world.

No serious attempt was made to educate or to train persons with visual impairments , however, until the late 18th century. Valentin Haüy , known as the “father and apostle of the blind ,” opened the National Institution of Blind Youth (Institution Nationale des Jeunes Aveugles) in Paris in 1784, with 12 blind children as his first pupils. News of Haüy’s success in teaching these children to read soon spread to other countries. Subsequently, schools for the blind were opened in Liverpool, England (1791), London (1799), Vienna (1804), Berlin (1806), Amsterdam and Stockholm (1808), Zürich, Switzerland (1809), Boston (1829), and New York City (1831).

Scientific attempts to educate children with intellectual disabilities originated in the efforts of Jean-Marc-Gaspard Itard , a French physician and otologist. In his classic book The Wild Boy of Aveyron (1807), he related his five-year effort to train and educate a boy who had been found running wild in the woods of Aveyron. Itard’s work with the boy became notable for the possibilities it raised regarding the education of persons with mental or emotional disabilities. Years later his student Edouard Séguin , who emigrated from France to the United States in 1848, devised an educational method that used physical and sensory activities to develop the mental processes. Séguin’s published works influenced Maria Montessori , an Italian pediatrician who became an educator and the innovator of a unique method of training young intellectually disabled and culturally deprived children in Rome in the 1890s and early 1900s. Her approach emphasized self-education through specially designed “didactic materials” for sensorimotor training; development of the senses was the keynote of the system.

Special education for people with disabilities became universal in developed countries by the late 20th century. Concurrent with this development was the identification of two concepts of individual differences: (1) “ interindividual differences,” which compares one child with another, and (2) “ intraindividual differences,” which compares the child’s abilities in one area with the child’s abilities in other areas. The grouping of children in special classes rests on the concept of interindividual differences, but the instructional procedures for each child are determined by intraindividual differences—that is, by a child’s abilities and disabilities.

Implementation of programs

Children with a particular kind of disability do not necessarily form a homogeneous group, so diagnosis must go beyond merely classifying the children according to their major deviation. A child with cerebral palsy , for example, has a motor handicap but may also be of superior intelligence or have a learning disability. Hence children with certain labels of impairment—cerebral palsy or deafness or blindness , for example—must be carefully assessed before they can be properly placed in a particular group.

For the gifted and the intellectually disabled, the primary criterion of identification is an individually administered intelligence ( IQ ) test. Children who score particularly high (IQ scores higher than 130 indicate giftedness) or low (scores below 70 indicate intellectual disability) are considered for special programs. The determination is made by psychologists who in most cases certify a child’s eligibility for such programs. In making these assessments , psychologists also consider other criteria such as school achievement, personality, and the adjustment of the child in the regular grades.

Medical specialists evaluate the needs of children who have sensory, neurological, or orthopedic disabilities. Children who have learning disabilities are assessed primarily by psychoeducational diagnosticians who, through educational and psychological diagnostic tests, determine a child’s potential for learning and achievement. Ancillary diagnoses by medical, psychological, and other personnel also help determine a child’s eligibility for special programs. Children with behavioral and emotional disabilities might be evaluated by any number of specialists, including psychiatrists, clinical psychologists, social workers, and teachers.

The goals of special education are similar to the educational goals for ordinary children; only the techniques for attaining them are different. An effort is made, for example, to teach all children with special needs (except those unable to profit at all from school experience) to read . Children who have learning and mental disabilities require prolonged periods of intensive and more-individualized instruction; for them the learning process might include techniques to maintain interest, more active participation, and much more repetition of similar material in varied form. Children with severe sensory handicaps (such as deafness and blindness) must learn to read through other sense modalities . Deaf individuals learn to read through visual methods, while blind individuals learn to read Braille through the tactile sense.

Children who have motor handicaps require few, if any, academic adjustments. Unless they have additional problems such as learning disabilities, intellectual disabilities , or speech disorders (which are often found among the cerebral palsied), children with motor disabilities learn like other children, and they can follow the same classroom materials. Special techniques are necessary, however, to help such children adapt to their environment and to adapt the environment to their disability. Wheelchairs, modified desks, and other apparatuses aid in mobility and the manipulation of classroom materials. One of the most important aspects of the education of the orthopedically disabled is attitudinal—that is, preparing children for adapting to the world outside the classroom and maximizing their potential for leading relatively normal lives.

Children with learning disabilities and those with speech defects require highly specialized techniques, usually on an individual basis. For children with social and emotional problems, special therapeutic and clinical services may be provided. Psychotherapy and behaviour therapy by clinical psychologists, social workers, and psychiatrists are generally a part of the educational program. Academic teachers in these classes stress personality development, social adjustment, and habits of interpersonal relations. With this group of children, these factors are prerequisite to academic achievement. Academic work is, however, sometimes therapeutic in itself and is promoted as much as possible.

Special classes for children who have above-average intelligence, who have intellectual disabilities, who have visual or hearing impairments, or who have been diagnosed with other disabilities are found in many school systems throughout the world. This type of organization allows children to attend neighbourhood schools that offer specialized instruction, such as remedial classes for students who need extra help. By contrast, “ residential schools” enroll special-needs children for 24 hours a day and are usually attended by those who cannot obtain services in their community . For gifted students, specialized programs offered by neighbourhood schools include advanced classes that differ from the regular curriculum (an approach known as enrichment) and grade-level advancement linked to educational achievement (an approach known as acceleration).

Increasing criticism of programs that segregate children with special needs has stirred efforts to integrate the special-needs child with other children. The World Conference on Special Needs Education: Access and Quality, held in 1994 in Salamanca, Spain, endorsed inclusive schooling on a worldwide basis. As a result of this conference, UNESCO was charged with promoting special education concerns among teachers, documenting progress in various regions and among different programs, and encouraging research in special-needs education. For the gifted, special programs of enrichment and acceleration are increasingly preferred to special classes. Resource rooms for those with sight or hearing impairments allow children to participate in regular classroom activities for part of the day. Older, educable persons with intellectual disabilities can be assigned to regular workshops, physical education classes, and other nonacademic classes. The eventual goal (beyond developing skills and imparting information) is to prepare these students for life in the larger society.

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 .

What does a special education teacher do?

Would you make a good special education teacher? Take our career test and find your match with over 800 careers.

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.

Frequently Asked Questions

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Special Education

Links updated, March 2017 This info in Spanish | Esta información en español

The IEP must also contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. That’s three separate, distinct, and critical elements–special education, related services, and supplementary aids and services–and each is worthy of a book on its own.

Don’t worry! We won’t write a book-length article about any of these, but we will split up the discussion of each into separate articles. Here, the focus will be on special education .

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IDEA’s Exact Words

Special education is individualized to address a student’s needs.

It’s helpful to see IDEA’s full requirement for specifying a child’s special education in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)] In its entirety, this provision is the heart and soul, meat and potatoes, bricks and mortar (choose your analogy!) of the IEP. When taken off paper and operationalized in school, it becomes the education that a child with a disability receives. The part we’ve put in bold is the focus of this article, but you’ll want to read the next two articles as well, so you can integrate the information here about special education with what’s presented separately about related services and supplementary aids and services.

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Special Education, in Brief

Special education is instruction that is specially designed to meet the unique needs of a child with a disability. This means education that is individually developed to address a specific child’s needs that result from his or her disability. Since each child is unique, it is difficult to give an overall example of special education. It is individualized for each child.

Some students may be working at the pre-kindergarten grade level, others at the first, second, or third grade level. There may be students whose special education focuses primarily on speech and language development, cognitive development, or needs related to a physical or learning disability. Special education for any student can consist of:

• an individualized curriculum that is different from that of same-age, nondisabled peers (for example, teaching a blind student to read and write using Braille);
• the same (general) curriculum as that for nondisabled peers, with adaptations or modifications made for the student (for example, teaching 3rd grade math but including the use of counting tools and assistive technology for the student); and
• a combination of these elements.

It is also important to remember that the education, services, and supports outlined in a child’s IEP do not necessarily cover that child’s entire education. The IEP only addresses those educational needs resulting from the child’s disability. If a child needs special education support throughout the school day, for all activities, the IEP will cover all these needs. If the child doesn’t need special education support in one or more areas (for example, physical education, music, or science), then the IEP will not include these subjects. The child accesses them through the general curriculum/ class, with no additional special education services.

Adaptations and Modifications

The individualization of instruction is an important part of special education. Instruction and schoolwork are tailored to the needs of the child. Sometimes a student may need to have changes made in class work or routines because of his or her disability. Modifications can be made to:

• what a child is taught, and/or
• how a child works at school.

Sometimes people get confused about what it means to have a modification and what it means to have an accommodation . Usually a modification means a change in what is being taught to or expected from the student . Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An accommodation is a change that helps a student overcome or work around the disability . Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

What is most important to know about modifications and accommodations is that both are meant to help a child to learn. For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following:

• Jack will have shorter reading and writing assignments.
• Jack’s textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).
• Jack will have test questions read/explained to him, when he asks.

Modifications or accommodations are most often made in the following areas:

Scheduling . For example:

• giving the student extra time to complete assignments or tests
• breaking up testing over several days

Setting . For example:

• working in a small group
• working one-on-one with the teacher

Materials . For example:

• providing audiotaped lectures or books
• giving copies of teacher’s lecture notes
• using large print books, Braille, or books on CD (digital text)

Instruction . For example:

• reducing the difficulty of assignments
• reducing the reading level
• using a student/peer tutor

Student Response . For example:

• allowing answers to be given orally or dictated
• using a word processor for written work
• using sign language, a communication device, Braille, or native language if it is not English.

Where is special education provided?

Special education instruction can be provided in a number of settings , such as: in the classroom, in the home, in hospitals and institutions, and in other settings (§300.26). Schools must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities. This continuum must include the placements just mentioned (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions). Unless a child’s IEP requires some other arrangement, the child must be educated in the school he or she would attend if he or she did not have a disability [§300.116(c)].

Special education instruction must be provided to students with disabilities in what is known as the least restrictive environment , or LRE. IDEA includes provisions that ensure that children with disabilities are educated with nondisabled children, to the maximum extent appropriate. Each state must also ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [§300.114(a)(2)(ii)].   Back to top

The Long Story on Special Education

Of course, there’s much more to special education than the short summary above. For those of you that want the nitty-gritty, detailed, full picture of special education, here it comes. Keep reading.

Defining special education

Special education. Sometimes, when the term is used, it means “special education” as defined by IDEA at §300.39, and other times it’s a reference to the field at large—teachers, offices, knowledge base, professional practice, the system.

However, when IDEA uses the term, its meaning is never mixed or ambiguous. Every single time “special education” is used in the law and the final Part B regulations, its meaning is the same—the definition below.

§300.39  Special education.

(a) General . (1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including—

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section—

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

And that’s just the “general” part of the definition! The next part is called “ individual special education terms defined ,” where the definition goes on to define:

• at no cost;
• physical education;
• specially designed instruction;
• travel training; and
• vocational education.

Happily, the 20 opening words of special education’s definition—specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability—contain the core of the term’s meaning. You’ll see we’ve used those 20 words in the short story of special education. The 362 other words in the definition (which includes the definitions of the individual terms), while still very critical, add detail to that core and further clarify it.

When an abbreviated definition of the term special education is called for, you’re most likely to hear its core: “ Special education is specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. ”

In the definition’s full form, examples roll out and take away gray areas about the some of the scope and substance of special education. Special education can be, for example:

• travel training (which has its own definition);
• vocational education (also defined on its own); and
• services that may be listed in IDEA as a related service but that a state may consider as special education—which makes them “special education” in that state.

As you can see from IDEA’s definition of special education, it can also occur in a variety of settings: in the classroom, in a home, in a hospital or institution, and in other settings. This is why you might also hear that “special education is not a place.” It’s not. Where it is provided for a specific child with a disability will depend on that child’s unique needs as determined by the group of individuals (which includes the parents) that makes the placement decision.   Back to top

So what does “specially designed instruction” mean?

Given the importance of “specially designed instruction” in the core of special education’s definition, it’s useful to take a closer look at how that term is defined:

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—

(i) To address the unique needs of the child that result from the child’s disability; and

Thus, as part of designing the instruction to fit the needs of a specific child, adaptations may be made in the content, methodology, or delivery of instruction. This is a strong point of pride within the special education field and a considerable accomplishment that’s come from 30 years of practice: the individualization of instruction.

As the provisions above show, adaptations can take many forms in response to the child’s needs; the field is replete with guidance on this critical part of special education. You’ll find a wealth of connections to that guidance here at CPIR. Visit us often and see what you find!   Back to top

What’s peer-reviewed research?

Time for another definition–not more from “special education” but, rather, from where this article began–the statement of special education that’s required in the IEP. If you look back up, you’ll see that the special education a child receives must be “based on peer-reviewed research to the extent practicable” [§300.320(a)(4)].  What might that mean?

With the passage of the 2004 Amendments to IDEA, some new terms and concepts became part of the IEP process. One such is peer-reviewed research. The term is not formally defined in the IDEA, but the Department of Education’s discussion in the Analysis of Comments and Changes may be helpful in understanding the term’s general meaning and why no formal definition was included in the regulations:

“ Peer-reviewed research ” generally refers to research that is reviewed by qualified and independent reviewers to ensure that the quality of the information meets the standards of the field before the research is published. However, there is no single definition of “peer reviewed research”’ because the review process varies depending on the type of information to be reviewed. (71 Fed. Reg. at 46664)

The term is used in conjunction with the phrase “to the extent practicable.” To better understand what this means and how IEP teams are to apply peer-reviewed research in their selection of services to be provided to a child with a disability, you may find the Department of Education’s comments helpful.

States, school districts, and school personnel must…select and use methods that research has shown to be effective, to the extent that methods based on peer-reviewed research are available. This does not mean that the service with the greatest body of research is the service necessarily required for a child to receive FAPE. Likewise, there is nothing in the Act to suggest that the failure of a public agency to provide services based on peer-reviewed research would automatically result in a denial of FAPE. The final decision about the special education and related services, and supplementary aids and services that are to be provided to a child must be made by the child’s IEP Team based on the child’s individual needs. (71 Fed. Reg. at 46665)

The role of states in determining what special education is

This discussion of special education as a term brings to mind how it is also a process , a system . IDEA may define the term and establish rigorous standards for its implementation, but how special education unfolds in schools is very much a state and local matter. Education is traditionally a state responsibility, with each state vested with the authority to determine its own policies within the parameters of federal requirements. This is one reason why it’s so critical to know your state’s specific special education policies and requirements.

So—–where to look for that information?

The best place is to connect with the agency responsible in your state for overseeing special education in the state. That is most likely your state’s Department of Education—or Department of Special Education. Names will vary from state to state, of course. You can connect with the responsible agency in your state in a number of ways, beginning with…

• NASDSE , the National Association of State Directors of Special Education. Visit NASDSE and consult their “Meet the Directors” interactive map. There, you’ll not only find the name of your state’s Special Education Director, but you’ll find the website address of the agency in charge. Most states provide links to the state’s special education regulations and policies on their website, though you may have to hunt around to find them! NASDSE’s map is online at: http://www.nasdse.org/MeettheDirectors/tabid/60/Default.aspx

Obviously, the statement required by §300.320(a)(4) is one of the most critical components in a child’s IEP. Like the statement of annual goals, it arises out of, and is directly connected to, the “present levels” statement, where the child’s current performance levels and needs are described. This is why a well-crafted “ present levels ” statement is so pivotal when developing a child’s IEP.

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Would you like to read about another component of the IEP?

If so, use the links below to jump there quickly. _________________________________________________

Present Levels How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the “present levels” statement in the IEP.

Annual Goals Once a child’s needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Benchmarks or Short-Term Objectives Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. If you’re wondering what that means, this article will tell you!

Measuring and Reporting Progress Each child’s IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.

Special Education  (You’re here) The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.

Related Services To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services . Find out all about these critical services here.

Supplementary Aids and Services Supplementary aids and services are intended to improve children’s access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.

Program Modifications for School Personnel Also part of the IEP is identifying the program modifications or supports for school personnel that will be provided. Read more here.

Extent of Nonparticipation The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA’s foundational principle of LRE.

Accommodations in Assessment IDEA requires that students with disabilities take part in state or districtwide assessments . The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

Service Delivery When will the child begin to receive services? Where? How often? How long will a “session” last? Pesky details, but important to include in the IEP!

Transition Planning Beginning no later than a student’s 16th birthday (and younger, if appropriate), the IEP must contain transition-related plans designed to help the student prepare for life after secondary school.

Age of Majority Beginning at least one year before the student reaches the age of majority, the IEP must include a statement that the student has been told about the rights (if any) that will transfer to him or her at age of majority. What is “age of majority” and what does this statement in the IEP look like?

Special Education Assistant

Job description overview.

As a Special Education Assistant, your main goal is to provide support to students with special needs. You work with Special Education teachers to help students who have various learning abilities and challenges. Some of the responsibilities of a Special Education Assistant include supporting students during class, providing one-on-one instruction and support, and helping with classroom management. You may also help with lesson planning or creating materials to support students' learning.

Additionally, your role may include assisting students with personal care needs, such as feeding or toileting, and helping them navigate the school environment. It's important to be patient and compassionate, and have the ability to work effectively with students, teachers, and parents.

If you have a desire to work in the Education industry and are passionate about helping students with special needs, a Special Education Assistant job description may be a great fit for you.

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Table of contents, job duties and responsibilities.

• Assist students with special needs in the classroom and during daily activities
• Implement and modify instruction plans based on the individual needs of each student
• Monitor and track student progress, and update teachers and parents on achievements and challenges
• Provide support for students with physical, emotional, and behavioral difficulties 
• Collaborate with other education professionals to create a positive learning environment 
• Help students with personal care tasks such as feeding, dressing, and toileting 
• Assist with transitioning students between classes and activities 
• Foster independence in students by teaching self-care and self-advocacy skills 
• Maintain a safe and orderly classroom environment for all students 
• Attend trainings and professional development to stay current on best practices in special education.

Experience and Education Requirements

To be a Special Education Assistant, most schools will require some education or experience in the field. Typically, a high school diploma or equivalent is required, but some schools may prefer candidates with an associate or bachelor's degree in special education or a related field. Additionally, experience working with individuals with disabilities or in a related field is a plus. Special Education Assistants should have excellent communication and organizational skills, and be comfortable working with students with a wide range of needs. Many of these jobs involve supporting teachers in implementing individualized education plans (IEPs) for students with disabilities, including managing behavior and providing academic support.

Salary Range

Special Education Assistant salary range in the Education industry varies depending on factors such as location, experience, and education. In the United States, according to Payscale, the average salary for a Special Education Assistant is around $14.50 per hour or approximately $30,000 per year. However, depending on the state and school district, salaries can range between $21,000 to $43,000 per year. In Canada, the average salary for a Special Education Assistant is around $24 per hour, according to Neuvoo. In the United Kingdom, a Special Education Assistant can expect to earn around £15,000 to £22,000 per year, according to Prospects. In summary, a Special Education Assistant salary range varies depending on location, experience, and education level.

Sources: 

• Payscale: https://www.payscale.com/research/US/Job=Special Education Assistant/Hourly_Rate
• Neuvoo: https://neuvoo.ca/salary/special-education-assistant/
• Prospects: https://www.prospects.ac.uk/job-profiles/sen-teaching-assistant#salary

Career Outlook

The career outlook for Special Education Assistants in the education industry seems to be on a steady rise over the next five years. According to the Bureau of Labor Statistics (BLS), employment of Special Education Assistants is projected to grow 4 percent from 2019 to 2029, which is about as fast as the average for all occupations. With an increasing number of students qualifying for special education services, the demand for these professionals is expected to rise. Moreover, as more emphasis is placed on inclusive classrooms, the need for Special Education Assistants to assist children with disabilities in regular classrooms would also increase. This makes it a promising career choice for individuals who enjoy working with children and helping those with special needs.

Frequently Asked Questions (FAQ)

Q: What does a Special Education Assistant do?

A: A Special Education Assistant works with special education students in classrooms to help them with activities, personal care, and educational support.

Q: What qualifications are necessary to become a Special Education Assistant?

A: Usually, a high school diploma is required to become a Special Education Assistant. However, some states may require a certification or associate degree in special education.

Q: Can Special Education Assistants work in any type of school?

A: Yes, Special Education Assistants can work in public or private schools, as well as in special education centers or hospitals.

Q: What are some of the duties of a Special Education Assistant?

A: Duties may include assisting students with daily activities such as eating, using the restroom, and getting dressed, as well as helping teachers with lesson plans and monitoring students' progress.

Q: How much do Special Education Assistants typically make?

A: The median hourly rate for a Special Education Assistant in the United States is around $15 per hour, but this varies by location and level of education and experience.

Job Descriptions:

Speech professor, natural science professor, director of sponsored research, science research coordinator, speech-language pathology assistant professor.

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Special Education Teacher

Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities.

Special education teachers typically do the following:

• Assess students’ skills and determine their educational needs
• Adapt general lessons to meet students’ needs
• Develop Individualized Education Programs (IEPs) for each student
• Plan activities that are specific to each student’s abilities
• Teach and mentor students as a class, in small groups, and one-on-one
• Implement IEPs, assess students’ performance, and track their progress
• Update IEPs throughout the school year to reflect students’ progress and goals
• Discuss students’ progress with parents, other teachers, counselors, and administrators
• Supervise and mentor teacher assistants who work with students with disabilities
• Prepare and help students transition from grade to grade and from school to life outside of school

Special education teachers work with students from preschool to high school. They instruct students who have mental, emotional, physical, or learning disabilities. For example, some help students develop study skills, such as highlighting text and using flashcards. Others work with students who have physical disabilities and may use a wheelchair or other adaptive devices. Still others work with students who have sensory disabilities, such as visual or hearing impairments. They also may work with those who have autism spectrum disorders or emotional disorders, such as anxiety and depression.

Special education teachers work with general education teachers, specialists, administrators, and parents to develop IEPs. Students’ IEPs outline their goals, including academic or behavioral milestones, and services they are to receive, such as speech therapy. Educators and parents also meet to discuss updates and changes to IEPs.

Special education teachers must be comfortable using and learning new technology. Most use computers to keep records of their students’ performance, prepare lesson plans, and update IEPs. Some teachers also use assistive technology aids, such as Braille writers and computer software, that help them communicate with their students.

Special education teachers’ duties vary by their work setting, students’ disabilities, and specialties.

Some special education teachers work in classrooms or resource centers that include only students with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student’s needs. They teach students individually or in small groups.

In inclusive classrooms, special education teachers instruct students with disabilities who are in general education classrooms. They work with general education teachers to adapt lessons so that students with disabilities can more easily understand them.

Some special education teachers work with students who have moderate to severe disabilities. These teachers help students, who may be eligible for services until age 21, develop basic life skills. Some teach the skills necessary for students with moderate disabilities to live independently, find a job, and manage money and their time. For more information about other workers who help individuals with disabilities develop skills necessary to live independently, see the profiles on occupational therapists and occupational therapy assistants and aides.

Special education teachers held about 476,300 jobs in 2021. Employment in the detailed occupations that make up special education teachers was distributed as follows:

The largest employers of special education teachers were as follows:

A small number of special education teachers work with students in residential facilities, hospitals, and the students’ homes. They may travel to these locations. Some teachers work with infants and toddlers at the child’s home. They teach the child’s parents ways to help the child develop skills.

Helping students with disabilities may be rewarding. It also can be stressful, emotionally demanding, and physically draining.

Work Schedules

Special education teachers typically work during school hours. In addition to providing instruction during this time, they grade papers, update students’ records, and prepare lessons. They may meet with parents, students, and other teachers or specialists before and after classes.

Many work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work in summer programs.

Teachers in districts with a year-round schedule typically work 9 weeks in a row and then are on break for 3 weeks.

Special education teachers in public schools are required to have at least a bachelor’s degree and a state-issued certification or license. Private schools typically require teachers to have a bachelor’s degree, but the teachers are not required to be licensed or certified.

All states require special education teachers in public schools to have at least a bachelor's degree. Some require teachers to earn a degree specifically in special education. Others allow them to major in education or a content area, such as mathematics or science, and pursue a minor in special education.

In a program leading to a bachelor’s degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand. Programs typically include a student-teaching program, in which prospective teachers work with a mentor and get experience instructing students in a classroom setting. To become fully certified, states may require special education teachers to complete a master’s degree in special education after obtaining a job.

Private schools typically require teachers to have at least a bachelor’s degree in special education.

Licenses, Certifications, and Registrations

All states require teachers in public schools to be licensed in the specific grade level that they teach. A license frequently is referred to as a certification. Those who teach in private schools typically do not need to be licensed.

Requirements for certification or licensure can vary by state but generally involve the following:

• A bachelor’s degree with a minimum grade point average
• Completion of a student-teaching program
• Passing a background check
• Passing a general teaching certification test, as well as a test that demonstrates knowledge of the subject the candidate will teach

For information about teacher preparation programs and certification requirements, visit  Teach.org  or contact your state’s board of education.

All states offer an alternative route to certification or licensure for people who already have a bachelor’s degree. These alternative programs cover teaching methods and child development. Candidates are awarded full certification after they complete the program. Other alternative programs require prospective teachers to take classes in education before they can start to teach. Teachers may be awarded a master’s degree after completing either type of program.

Advancement

Experienced teachers may advance to become mentors who help less experienced teachers improve their instructional skills. They also may become lead teachers.

Teachers may become school counselors, instructional coordinators, and elementary, middle, and high school principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful.

Special education teachers typically have an interest in the Creating and Helping interest areas, according to the Holland Code framework. The Creating interest area indicates a focus on being original and imaginative, and working with artistic media. The Helping interest area indicates a focus on assisting, serving, counseling, or teaching other people.

If you are not sure whether you have a Creating or Helping interest which might fit with a career as a special education teacher, you can take a career test to measure your interests.

Special education teachers should also possess the following specific qualities:

Communication skills. Special education teachers discuss student’s needs and performances with general education teachers, parents, and administrators. They also explain difficult concepts in terms that students with learning disabilities can understand.

Critical-thinking skills. Special education teachers assess students’ progress and use that information to adapt lessons to help them learn.

Interpersonal skills. Special education teachers regularly work with general education teachers, school counselors, administrators, and parents to develop Individualized Education Programs. As a result, they need to be able to build positive working relationships.

Patience. Working with students with special needs and different abilities can be difficult. Special education teachers should be patient with each student, as some may need the instruction given aloud, at a slower pace, or in writing.                                  

Resourcefulness. Special education teachers must develop different ways to present information in a manner that meets the needs of their students. They also help general education teachers adapt their lessons to the needs of students with disabilities.

The median annual wage for special education teachers was $61,820 in May 2021. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,180, and the highest 10 percent earned more than $100,040.

Median annual wages for special education teachers in May 2021 were as follows:

In May 2021, the median annual wages for special education teachers in the top industries in which they worked were as follows:

Overall employment of special education teachers is projected to grow 4 percent from 2021 to 2031, about as fast as the average for all occupations.

About 37,600 openings for special education teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. 

Demand for special education teachers will be driven by school enrollments and the need for special education services.

Demand for these teachers and services should rise as disabilities are being identified earlier and as children with disabilities are enrolled into special education programs.

Federal laws require that every state must maintain the same level of financial support for special education every year. However, employment growth of special education teachers may depend on funding availability.

For more information about special education teachers, visit

Council for Exceptional Children

Personnel Improvement Center

National Association of Special Education Teachers

For more information about teaching and becoming a teacher, visit

American Federation of Teachers

National Education Association

Where does this information come from?

The career information above is taken from the Bureau of Labor Statistics Occupational Outlook Handbook . This excellent resource for occupational data is published by the U.S. Department of Labor every two years. Truity periodically updates our site with information from the BLS database.

I would like to cite this page for a report. Who is the author?

There is no published author for this page. Please use citation guidelines for webpages without an author available. 

I think I have found an error or inaccurate information on this page. Who should I contact?

This information is taken directly from the Occupational Outlook Handbook published by the US Bureau of Labor Statistics. Truity does not editorialize the information, including changing information that our readers believe is inaccurate, because we consider the BLS to be the authority on occupational information. However, if you would like to correct a typo or other technical error, you can reach us at [email protected] .

I am not sure if this career is right for me. How can I decide?

There are many excellent tools available that will allow you to measure your interests, profile your personality, and match these traits with appropriate careers. On this site, you can take the Career Personality Profiler assessment, the Holland Code assessment, or the Photo Career Quiz .

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NASET's Comprehensive Overview of Specific Learning Disabilities

Comprehensive overview of specific learning disabilities, what are learning disabilities.

Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math.

Learning disabilities (LD) vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. Sara, in our example above, has trouble with reading and writing. Another person with LD may have problems with understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying.

Researchers think that learning disabilities are caused by differences in how a person's brain works and how it processes information. Children with learning disabilities are not "dumb" or "lazy." In fact, they usually have average or above average intelligence. Their brains just process information differently.

The definition of "learning disability" just below comes from the Individuals with Disabilities Education Act (IDEA). The IDEA is the federal law that guides how schools provide special education and related services to children with disabilities. The special help that Sara is receiving is an example of special education.

There is no "cure" for learning disabilities. They are life-long. However, children with LD can be high achievers and can be taught ways to get around the learning disability. With the right help, children with LD can and do learn successfully.

IDEA's Definition of "Learning Disability"

Our nation's special education law, the Individuals with Disabilities Education Act, defines a specific learning disability as . . .

". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."

However, learning disabilities do not include, "…learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage." 34 Code of Federal Regulations §300.7(c)(10)

How Common are Learning Disabilities?

Very common! As many as 1 out of every 5 people in the United States has a learning disability. Almost 3 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, over half of all children who receive special education have a learning disability (Twenty-fourth Annual Report to Congress, U.S. Department of Education, 2002).

What are the Signs of a Learning Disability?

There is no one sign that shows a person has a learning disability. Experts look for a noticeable difference between how well a child does in school and how well he or she could do, given his or her intelligence or ability. There are also certain clues that may mean a child has a learning disability. We've listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school. A child probably won't show all of these signs, or even most of them. However, if a child shows a number of these problems, then parents and the teacher should consider the possibility that the child has a learning disability.

When a child has a learning disability, he or she:

• may have trouble learning the alphabet, rhyming words, or connecting letters to their sounds;
• may make many mistakes when reading aloud, and repeat and pause often;
• may not understand what he or she reads;
• may have real trouble with spelling;
• may have very messy handwriting or hold a pencil awkwardly;
• may struggle to express ideas in writing;
• may learn language late and have a limited vocabulary;
• may have trouble remembering the sounds that letters make or hearing slight differences between words;
• may have trouble understanding jokes, comic strips, and sarcasm;
• may have trouble following directions;
• may mispronounce words or use a wrong word that sounds similar;
• may have trouble organizing what he or she wants to say or not be able to think of the word he or she needs for writing or conversation;
• may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener;
• may confuse math symbols and misread numbers;
• may not be able to retell a story in order (what happened first, second, third); or
• may not know where to begin a task or how to go on from there.

If a child has unexpected problems learning to read, write, listen, speak, or do math, then teachers and parents may want to investigate more. The same is true if the child is struggling to do any one of these skills. The child may need to be evaluated to see if he or she has a learning disability.

What About School?

Learning disabilities tend to be diagnosed when children reach school age. This is because school focuses on the very things that may be difficult for the child — reading, writing, math, listening, speaking, reasoning. Teachers and parents notice that the child is not learning as expected. The school may ask to evaluate the child to see what is causing the problem. Parents can also ask for their child to be evaluated.

With hard work and the proper help, children with LD can learn more easily and successfully. For school-aged children (including preschoolers), special education and related services are important sources of help. School staff work with the child's parents to develop an Individualized Education Program, or IEP. This document describes the child's unique needs. It also describes the special education services that will be provided to meet those needs. These services are provided at no cost to the child or family.

Supports or changes in the classroom (sometimes called accommodations) help most students with LD. Some common accommodations are listed below in "Tips for Teachers". Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to "write" by talking to the computer).

It's important to remember that a child may need help at home as well as in school. The resources listed below will help families and teachers learn more about the many ways to help children with learning disabilities.

Tips for Parents

Learn about LD. The more you know, the more you can help yourself and your child. See the list of resources and organizations at the end of this publication.

Praise your child when he or she does well. Children with LD are often very good at a variety of things. Find out what your child really enjoys doing, such as dancing, playing soccer, or working with computers. Give your child plenty of opportunities to pursue his or her strengths and talents.

Find out the ways your child learns best. Does he or she learn by hands-on practice, looking, or listening? Help your child learn through his or her areas of strength.

Let your child help with household chores. These can build self-confidence and concrete skills. Keep instructions simple, break down tasks into smaller steps, and reward your child's efforts with praise.

Make homework a priority. Read more about how to help your child be a success at homework. (See resource list at the end.)

Pay attention to your child's mental health (and your own!). Be open to counseling, which can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

Talk to other parents whose children have learning disabilities. Parents can share practical advice and emotional support.

Meet with school personnel and help develop an educational plan to address your child's needs. Plan what accommodations your child needs, and don't forget to talk about assistive technology!

Establish a positive working relationship with your child's teacher. Through regular communication, exchange information about your child's progress at home and at school.

Tips for Teachers

Learn as much as you can about the different types of LD. The resources and organizations at the end of this document can help you identify specific techniques and strategies to support the student educationally.

Seize the opportunity to make an enormous difference in this student's life! Find out and emphasize what the student's strengths and interests are. Give the student positive feedback and lots of opportunities for practice.

Review the student's evaluation records to identify where specifically the student has trouble. Talk to specialists in your school (e.g., special education teacher) about methods for teaching this student. Provide instruction and accommodations to address the student's special needs. Examples include:

• breaking tasks into smaller steps, and giving directions verbally and in writing;
• giving the student more time to finish schoolwork or take tests;
• letting the student with reading problems use textbooks-on-tape (available through Recording for the Blind and Dyslexic, listed under Organizations);
• letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and
• letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.
• Learn about the different testing modifications that can really help a student with LD show what he or she has learned.
• Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD.
• Work with the student's parents to create an educational plan tailored to meet the student's needs.
• Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school.

Cronin, E.M. (1997). Helping your dyslexic child: A step-by-step program for helping your child improve reading, writing, spelling, comprehension, and self-esteem. Rocklin, CA: Prima. (Telephone: 800.726.0600. Web: www.primapublishing.com/index.pperl )

Currie, P.S., & Wadlington, E.M. (2000). The source for learning disabilities. East Moline, IL: LinguiSystems. (Telephone: 800.776.4332. Web: www.linguisystems.com )

Hall, S., & Moats, L.C. (1998). Straight talk about reading: How parents can make a difference during the early years. New York: McGraw Hill/Contemporary. (Telephone: 877.833.5524. Web: http://books.mcgraw-hill.com )

Harwell, J.M. (2002). Complete learning disabilities handbook: Ready-to-use strategies and activities for teaching students with learning disabilities (2nd ed.). West Nyack, NJ: John Wiley & Sons. (Telephone: 877.762.2974. Web: www.josseybass.com )

Lerner, J.W. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed.). Boston, MA: Houghton Mifflin. (Telephone: 877-859-7241. Web: http://college.hmco.com/students/index.html )

Lyle, M. (1998). The LD teacher's IEP companion: Goals, strategies, and activities for LD students. East Moline, IL: LinguiSystems. (See contact information above.)

Mercer, C.D., & Mercer, A.R. (2001). Teaching students with learning problems (6th ed.). New York: Prentice Hall College. (Telephone: 800-282-0693. Web: vig.prenhall.com)

Porterfield, K.M. (1999). Straight talk about learning disabilities. New York: Facts on File. (Telephone: 800-322-8755. Web: www.factsonfile.com )

Silver, L. (1998). The misunderstood child: Understanding and coping with your child's learning disabilities (3rd ed.). New York: Three Rivers Press. (To find a local or online bookseller go to: www.randomhouse.com/reader_resources/ordering.html )

Smith, C., & Strick, L.W. (1999). Learning disabilities from A to Z. New York, NY: Simon & Schuster. (To find a local or online bookseller go to: www.simonsays.com )

Smith, S. (1995). No easy answers (Rev. ed.). New York: Bantam. (To find a local or online bookseller go to: www.randomhouse.com/reader_resources/ordering.html )

Organizations

Division for Learning Disabilities (DLD), The Council for Exceptional Children (CEC), 1110 North Glebe Road, Suite 300, Arlington, VA 22201-5704. Telephone: 703.620.3660. E-mail: [email protected] Web: www.dldcec.org

International Dyslexia Association (formerly the Orton Dyslexia Society), Chester Building, Suite 382, 8600 LaSalle Road, Baltimore, MD 21286-2044. Telephone: 800.222.3123; 410.296.0232. E-mail: [email protected] Web: www.interdys.org

LDOnline (Website Only) www.ldonline.org

Learning Disabilities Association of America (LDA), 4156 Library Road, Pittsburgh, PA 15234-1349. Telephone: 412.341.1515. E-mail: [email protected] Web: www.ldaamerica.org

National Center for Learning Disabilities, 381 Park Avenue South, Suite 1401, New York, NY 10016. Telephone: 888.575.7373; 212.545.7510. Web: www.ld.org

Recording for the Blind and Dyslexic, 20 Roszel Road, Princeton, NJ 08540. Telephone: 866.732.3585; 609.452.0606. E-mail: [email protected] Web: www.rfbd.org

Schwab Learning (Website Only) www.schwablearning.org

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Special Education Aide Job Description, Key Duties and Responsibilities

This post provides detailed information on the special education aide job description, including the key tasks, duties, and responsibilities they commonly perform.

It also highlights the major requirements you may be expected to fulfill to be hired for the special education aide role.

What Does a Special Education Aide Do?

A special education aide is responsible for supporting the classroom teacher in providing special education to students with disabilities, specifically in the areas related to assistive technology and functional academics.

The special education aide job description entails supporting the classroom teacher in providing functional academics.

It includes assisting with tracking student progress, reviewing lesson plans and reports, sharing resources or materials in the classroom, and serving as an observer.

The special education aide is responsible for maintaining routine discipline procedures and providing behavioral assessment information to the classroom teacher.

They assist with group activities such as field trips and social activities to assist students with disabilities transition into mainstream classrooms.

It is also their responsibility to support students within their respective IEPs (Individualized Education Programs) by providing direct services, subbing or delegating tasks (e.g. laundry, playground supervision, cafeteria line monitoring).

Acting as an extra set of hands to assist the classroom teacher to meet the needs of all students with disabilities during group and individual activities is a valuable part of their tasks.

Communicating regularly with parents/guardians and school staff so that plans, goal setting and progress tracking can be addressed effectively is another duty they perform.

The special education aide may be asked to assist in physical exams (such as vision, hearing or scoliosis checks) and may also have a key role in maintaining medical histories on each student within their respective IEPs (Individualized Education Programs).

They work effectively with administrators, teachers and/or therapists to ensure students receive what they need in order to reach their academic and functional goals.

Special education aides maintain confidentiality at all times, protecting the privacy of each student’s disability status and IEPs (Individualized Education Programs) as well as adhering to all privacy policies/regulations in place within their school district.

They help with classroom clean-up and putting away classroom materials and equipment or assist in cleaning the classroom environment.

The special education aide work description may also involve keeping a log of students’ progress and achievements on a daily, weekly, monthly and/or annual basis.

It also entails arranging for field trips, transportation or adult accompaniment for students needing these services.

They work well with other professionals, including classroom teachers, therapists and school administrators by immediately resolving concerns in a timely manner.

The special education aide may be in charge of making appointments (i.e., speech therapy, occupational therapy, etc.); scheduling sessions, and maintaining their calendars.

They may also be asked to coordinate transport between school and home as needed.

Special education aides will have a role in in-service training and requirements, including assisting with lead sheets and field trip plans, and any other information provided by district administrators or classroom teachers.

This is to ensure all students with disabilities receive easy access to appropriate level of support in their schools.

Special Education Aide Job Description Sample/Example/Template

The special education aide job description consists of the following duties, tasks, and responsibilities:

• Providing support with adaptive technology (such as a computer screen reader)
• Providing support with vocational skills (such as printing on a computer printer)
• Making copies of books, drawings or other materials for students
• Safely transporting students in wheelchairs and/or strollers
• Translating messages from classroom teachers, paraprofessionals, aides, therapists and parents
• Assisting with student seating
• Removing and disposing of soiled clothing items
• Maintaining a clean environment (clean plastic tablecloths, wiping down equipment)
• Providing assistance with moving students to classrooms during large-group activities
• Keeping supplies organized within the special ed classroom (such as small plastic bins for scissors, paste and crayons)
• Maintaining a food and drink schedule
• Interpreting class gestures and body language for non-verbal students
• Helping to maintain student confidentiality
• Attending meetings with parents and school professionals to discuss student progress.

Special Education Aide Job Description for Resume

If you have worked before as a special education aide or are presently working in that role and are making a new resume or CV, then you can create a compelling Professional Experience section for your resume by applying the sample special education aide job description above.

You can express the duties and responsibilities you have performed or are currently carrying out as a special education aide in your resume’s Professional Experience by utilizing the ones in the special education aide job description example above.

This will show to the recruiter/employer that you have been successful performing the duties and responsibilities of a special education aide, which can significantly enhance your chances of getting hired, especially if the new position that you are applying for requires someone with some special education aide work experience.

Special Education Aide Requirements: Skills, Knowledge, and Abilities for Career Success

Here are important requirements you may be expected to meet to be hired for the special education aide job:

• Minimum age of 19 years old
• At least 18 credits in progress, with a grade point average of 3.0 or above, from a college or university that is accredited by an accrediting agency recognized by the U.S. Department of
• Graduated from high school or have passed the GED (General Educational Development) test
• Possess valid driver’s license
• Willing to provide a fingerprint as part of a background check process
• Ability to successfully complete an approved law enforcement administered drug test
• Completed training in safety, using medical equipment, emergency procedures, and assistive technology used by special ed students
• Ability to meet all requirements of the school district
• Completed Level 1-5 in the National Ready Reference Training Program (NRRTP).

Special Education Aide Salary

According to Glassdoor, the national average compensation for a special education aide in the United States is $36,841 per year.

The special education aide is an extremely important member of the special education team.

The job duties and responsibilities of a special education aide are very diverse and vary by state, school district, and professional setting.

Being familiar with your school district’s policies and procedures will give you an advantage in securing a position as a special education aide.

It is advisable to network with other experienced special education aides who can help guide you through the interviewing process and offer advice on which school districts are best to work for, etc.

This post is helpful to individuals interested in the special education aide career.

They will be able to learn all they need to know about the duties and responsibilities performed by special education aides to decide if that is the right career for them.

It is also useful to recruiters/employers in making a detailed job description for the special education aide position, for use in finding competent people to hire for the role.

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StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

StatPearls [Internet].

Special education.

Anthonella B. Benitez Ojeda ; Paola Carugno .

Affiliations

Last Update: September 18, 2022 .

• Introduction

Special education is the process by which students with special needs receive education by addressing their differences while integrating them as much as possible into the typical educational environment of their peers. Success, measured as self-sufficiency, academic achievement, and future contributions to the community, may not be achieved if students with special needs do not receive this additional help. In the United States and many other countries, children with special educational needs are entitled by law to receive services and accommodations to help them perform to the best of their abilities and reach their academic potential. [1] [2]

Special needs can include learning disabilities, speech and language impairments, autism spectrum disorders, cognitive impairments, emotional and behavioral disorders, physical disabilities like cerebral palsy, muscular dystrophies, sensory impairments like vision or hearing, chronic medical illnesses, and any condition that affects optimal education. Whenever possible, the needs of these students should be met in the same environment where other peers learn. Different classroom placements can be selected for their education only when progress is lacking in this mainstream setting. This new setting may include fewer students in the classroom, more teachers, or a higher level of support. Moving a child from the typical classroom or educational setting to a specially structured one is gradual. Emphasis should focus on finding the balance of meeting the student's academic needs in the least restrictive environment. [3]

Background History

Beginning in 1975, the All Handicapped Children Act (PL 94-142), and later evolving into the Individuals with Disabilities Education Act (IDEA,1990), No Child Left Behind, and most recently, the IDEA Improvement Act 2004, federal laws in the United States have ruled that public schools must provide free, appropriate public education (FAPE) to students with disabilities. Any person between 3 and 21 years of age suspected of having a disability is entitled to a comprehensive, interprofessional evaluation and, if eligible, to an individualized learning plan and monitoring over time, showing the achievement of adequate progress. Part C of the law includes the educational services provided to children from birth to 3 years in an Early Intervention Program (EIP) program. [4]

Role of the Medical Provider

The medical provider has an indirect but essential role in supporting the education of their patients. This role includes early identification of students who struggle in school, encouraging families to ask the schools for help, keeping them through the process, providing medical documentation when necessary, and becoming involved in advocacy efforts at the individual and community levels.

• Issues of Concern

Standard Terms Used in Special Education

• General education: Standard curriculum without any special arrangements or modifications
• Mainstreaming: The environment in which students typically receive their education is the same as general education. Teachers accommodate the curriculum for group instruction.
• Response to Intervention (RTI):  Initial interventions used by general education teachers in a regular classroom to help struggling students who are falling behind. This process is implemented and monitored to see how much the student benefits from it before more formal evaluations that may lead to an Individual Education Plan (IEP).
• Individualized Education Program (IEP):  A legally binding document by which the public school system, after an interprofessional evaluation, identifies a student's educational needs, the intervention that helps achieve this goal, and the method for monitoring progress.
• Individuals with Disabilities Education Act (IDEA): Federal law that requires public schools to provide special education services for children ages 3 to 21 who meet specific eligibility criteria.
• Free Appropriate Public Education (FAPE):  The educational right of students with disabilities to be educated at public expense and make adequate progress.
• Remediation: Interventions are given to help the student who has fallen behind academically to catch up. The student may or may not have special needs, or their special needs may not have been identified.
• Accommodations:  These include all the adaptations that will improve the student's academic success, like extra time for assignments or exams, the use of technology, or adaptive equipment.
• 504 modifications and accommodations:  These are adaptations or accommodations to the curriculum based on a medical diagnosis. They are usually used when the student doesn't qualify for an IEP. They provide many similar interventions and support.
• Related services: Interventions that are not strictly educational but help the student benefit from the overall academic support they receive. They may include counseling, occupational therapy, physical therapy, speech and language therapy, and transportation.
• Early Intervention Program (EIP): Educational services provided to children from birth to 3 years old who have a significant developmental delay or are at risk for a delay.
• Committee for Preschool Special Education (CPSE): Educational services provided to children 3 to 5 years old with educational needs.
• Committee for Special Education (CSE): Educational services for children 5 to 18 or 21 with academic needs. 

Evaluation Process

The process of providing educational interventions tailored to students' individual needs consists of multiple steps. The process begins with the identification of student's academic needs. Educators must recognize students who struggle and those whose needs are unmet. After identifying a struggling student, the family must consent to the evaluation. These students then receive an RTI. A personalized set of interventions is designed and implemented in this part of the process. The response to these interventions is monitored over a predetermined period. No further evaluation is necessary if the student can catch up with the rest of the class. However, if there is no progress, the school assessment team does an interprofessional evaluation.

As a result of the review, a decision be made if the student has needs that make them eligible for an IEP. The student who meets the criteria to qualify is suitable for the services. The degree of delays or educational needs that make students suitable for services varies by state and local legislation. The student's individual needs, how to address these weaknesses, how to monitor progress, and clear goals for achievement over time are put together into a document called the IEP. This process includes procedural safeguards that ensure the rights of the children and their families and due process if these services are not provided. [5]

After an IEP is implemented and the additional educational support starts, the student's progress is followed over time. Extra help usually begins in the general classroom setting. After a period, if the student does not make adequate progress and further support is necessary, then the student is placed in a more structured educational environment. This educational setting can be in an inclusive or collaborative team classroom, where students with and without IEPs are educated together by a teacher in cooperation with a special education teacher, or smaller classrooms, sometimes called self-contained classes, where all the students have special needs. In some cases, adequate placement may be in a different school outside their home district.

A similar process exists for preschool-age children. Preschool children, 3 to 5 years old, are provided with educational services by the Committee for Preschool Special Education, following an interprofessional evaluation determining their eligibility. Children younger than 3 years old receive services by Early Intervention, part C of the IDEA. Children with their families undergo evaluation by a comprehensive, interprofessional, and family-centered assessment. An Individualized Family Service Plan (IFSP) then be developed.

Similarly, this plan includes educational goals. And it states how their educational needs be addressed. It also has ways to measure the child's progress and plans to transition the child to preschool services if the continuation of services is needed.

• Clinical Significance

Early identification and proper remediation of developmental delays in young children and learning difficulties in older students have lifelong benefits. Students achieve higher academic levels and financial independence. Many studies have shown that students with unidentified educational needs experience negative labeling like being called lazy or dumb. They experience feelings of frustration and shame and can develop anxiety, poor self-esteem, a higher rate of substance abuse, school dropout, and juvenile delinquency. [6] [7] [8]

Special education programs are put in place for those students who are mentally, physically, socially, and emotionally delayed. This "delay" aspect, categorized broadly as a developmental delay, signifies an aspect of the child's overall development (physical, cognitive, academic skills) that places them behind their peers. Due to these special requirements, students' needs cannot be met within the traditional classroom environment. [9]

• Other Issues

504 Modifications

When a student has a medical diagnosis but is not eligible for special education, schools can make accommodations or adaptations to provide support under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). For example, if academically, they are at grade level but have a medical condition (attention deficit hyperactivity disorder) that prevents them from performing to the best of their potential. Under this provision, there cannot be discrimination against people with disabilities, and equal opportunities must be available. For school purposes, this means that "reasonable accommodations" must be made to compensate for the deficits due to the individual's medical condition, including modifications for participation in the classroom, testing, transportation, and childcare.

Gifted Education

Children performing above the expected and considered gifted and talented may need specialized teaching, but this is usually not included in special education. Gifted students are not eligible for an IEP. [10]

• Enhancing Healthcare Team Outcomes

Students with special educational needs due to medical conditions need optimal health care. Optimizing medical care for those students improve their educational outcomes. Routine assessment, long-term planning, and treatment are essential components of health care and education outcomes. Technology has become increasingly important in special needs students' health care and learning process. Various tools and devices became available to improve the function of impaired body systems like hearing, sensing, visualizing, vocalizing, ambulating, and writing or communicating. Learning, in general, has also made critical forward steps using technology. The availability of advanced audio-visual devices and learning objects, fast and highly efficient communication devices and routes, distant education concepts and tools, and the needed expertise gave a new meaning and set up new higher goals of education. 

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Disclosure: Anthonella Benitez Ojeda declares no relevant financial relationships with ineligible companies.

Disclosure: Paola Carugno declares no relevant financial relationships with ineligible companies.

This book is distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) ( http://creativecommons.org/licenses/by-nc-nd/4.0/ ), which permits others to distribute the work, provided that the article is not altered or used commercially. You are not required to obtain permission to distribute this article, provided that you credit the author and journal.

• Cite this Page Benitez Ojeda AB, Carugno P. Special Education. [Updated 2022 Sep 18]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

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5 Characteristics of a Great Special Education Teacher

A day in the life of a special education teacher can include just about anything. From learning disabilities to traumatic life experiences, students are coming into school with a wide range of needs that special education teachers are expected to meet. For those hoping to grow in their skills,  Grace College  offers a  fully online program  that will equip educators with their intense intervention license. Dr. Cheryl Bremer, professor and chair of special education, has designed the program to grow skills needed to be a great teacher to children with severe needs.

So what are the characteristics needed in order to be a truly effective educator in the world of special education? According to Dr. Bremer and several local special education teachers, these are the top five characteristics you should have.

“Great special education teachers choose to serve from a place of higher calling,” says Bremer.  Secular research would refer to this calling as altruistic motivation. It is what keeps educators motivated to give their best effort even on the toughest days.

Grace graduate Lynley Hiser agrees with this statement. She started her first year teaching at Gateway in Warsaw in a self-contained classroom for students with emotional disabilities, then transferred to Lakeview Middle School where she currently teaches special education.

“A day in the life of a special education teacher can be difficult,” Hiser shares. “If you’re not passionate, it is so easy to get bogged down by expectations of others, student behaviors, paperwork, etc., but being able to keep the love of the job and the students’ well-being and growth in mind helps you persevere through the hard situations.”

2. Compassion

“Great educators must be compassionate,” says Lindsey Clink. Clink is a special education teacher at Lakeland Elementary School in Warsaw, Indiana, and absolutely loves her job.

“The students we work with are not typical,” she continues. “Some have been through hard, traumatic experiences, and others might have physical challenges or their brains just work and process a little differently. We must understand that school is harder for them. A special education teacher should have compassion by looking past a student’s struggles or behavior and looking at their heart. They might just need a break, someone to listen to them, or a few words of encouragement.”

Hiser recognizes the need for compassion in her field. Thinking through the “why” is a huge component of being an understanding and compassionate special education teacher.

“There may be more behind what is happening. Maybe a schedule changed, or something happened at home. Sometimes I need to take a step back and focus on relationships and regulation, not academics, in that moment. Understanding the way their brain works, their home life, their emotions, and their true needs is absolutely necessary for student success,” Hiser reflects.

3. Collaboration

“Excellent special education teachers are great collaborators,” says Dr. Bremer. “They understand that the students they serve are the responsibility of a team, not an individual. A great special education teacher should acknowledge the expertise that each member of the team brings to the table and they are able to facilitate collaborative problem solving while keeping the focus on the student.”

According to Kamry Williams, special education teacher and life skills coach at Mentone Elementary, collaboration is key.

“You will work with many teachers, grade levels and parents in this role,” Williams shares, “Having a good relationship with a co-teacher can make the difference in a student’s school year. You will be more effective in your planning and supporting of your shared students.”

4. Creativity

Great special education teachers think creatively. According to Dr. Bremer, they must be creative in solving problems, developing individualized strategies, and meeting multiple needs at one time.

For Hiser, this means thinking outside of the box.

“Sometimes they just can’t communicate what they need, so I need to be willing to try something different,” she shares. “For example, I had a student that could not find the triangle on the graph. But it’s because his brain works in 3D, so we just tried adding color or using rulers to manipulate it.”

5. Adaptability

A day in the life of a special education teacher is always different. Each day, educators are met with new challenges that they may not have time to prepare for.

“A good special education teacher needs to be flexible,” shares Williams, “When it comes to crisis calls and behavior responses, you’ll likely be the first person called to help assist. This might mean it’s in the middle of your lunch, prep period or working with another student. Every day is different, which is one of the things I love about the position!”

“Sometimes what you have planned will be interrupted by a student in crisis,” added Hiser. “Or what you are doing with a student just isn’t clicking with them and you have to change it up in a single second. The ability to roll with the punches is crucial!”

If these five characteristics come naturally to you, we might have found your future career path.

Interested in growing in each of these characteristics? Want to take your licensure to the next level? Learn more about the  Special Education License: Intense Intervention Program  with Grace  College Online  today!

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Highly Engaging Science for Students in Special Education

By integrating age-appropriate modifications, special education teachers can design high-interest, standards-aligned science units.

Many high school special education teachers have access only to materials geared toward young students, which makes it difficult to provide all students with an age-appropriate science experience. However, teachers can provide a high-level integrated science experience for students with significant disabilities. Chelsie, the science expert, and Sara, the special education expert, spent a year developing this comprehensive model to make science accessible to each student in the high school setting. 

To illustrate the process, we’ve designed a high-interest unit about squirrels to explore this question: How do traits of a species and their environment impact survival? Special education teachers know that these types of cross-curricular lessons require careful planning, modification of standards-based lessons, and the integration of assistive technology. When teachers are intentional about practicing cross-curricular skills to learn science, students gain valuable knowledge and skills.

3 Steps to Adapting Science Content

1. Standards-based integrated unit planning. First, you need to obtain all alternative assessment standards applicable to your state. Our squirrel-themed unit identified three science standards from the Iowa Core Essential Elements Standards to drive the learning. Having a small number of standards makes the task seem manageable and cognitively appropriate for students. To build a unit around the standards, look for themes that align with student interests.

For this unit, the focus is on squirrels. Squirrels are of high interest to students and an animal they can easily identify. While learning about the genetics of squirrels, students are reading and writing, as well as conducting research that requires calculations and modeling. This model uses a science concept that requires cross-content skills to support new science learning. As this is an integrated unit, it is important to review other content standards. Alternative math and English language arts standards are vital to support the lessons and tasks being developed. To further enhance the lessons in your unit, infuse 21st Century Skills and alternative social studies standards. Integration of several different core standards into one lesson of the squirrel unit allows the teacher to monitor different skills during a single task or activity. This multistandard approach maximizes instructional minutes.  

Current individualized education program (IEP) goals can be targeted as well. Teachers are tasked with not only addressing student IEP goals but also designing and delivering specially designed instruction. By keeping student goal areas in mind as you create your own unit, you will be able to provide meaningful and engaging lessons without losing valuable instructional minutes.

For example, another lesson in the unit targets students with reading comprehension goals . We were able to modify a text not only to be used for the lesson but also to monitor progress. There are several opportunities for students to engage with media in the mode of video, pictures, charts, and varied readings that are age-appropriate and may also be used for comprehension progress monitoring.

2. Modifications. Modifications should support the student’s communication needs and will be age-appropriate. Sometimes modifications to media and other sources become more juvenile. This can be common, especially for students on the alternative assessment. We sought to find age-appropriate materials and make the necessary modifications to those materials rather than finding materials at their instructional level.

As you explore the unit, notice that there are modifications made to some tasks, and the teacher handbook makes further suggestions on modifications for each lesson. Use your judgment, and make additional modifications that hold true to the targeted standards. This specific unit was written at the high school target level but offers assessment points at each level in the Dynamic Learning Maps .

Modifications of quality sources, rather than the use of elementary or juvenile sources, will allow students to verbalize, write, or draw responses to questions at a high level. Another modification to consider when using age-appropriate sources is to allow for a choice of response styles. For example, if an exemplar text only has a written response, that does not mean you discard it. Instead, consider whether the student needs generated responses, fewer choices, visuals, oral responses, or other alternatives to access the text. 

As you continue to create, consider using class and small group discussions. Incorporate model building, hands-on activities, and movement. Modifications will not change the achievement target but allow for differentiation for your students and their learning needs. For example, the Hungry Squirrels game could be played at many different scales using 2D and 3D materials, with sound added to the materials, or adjusted for students’ physical abilities. 

3. Integration of assistive technology. Finally, assistive technology is an important part of how students can access science lessons and demonstrate their knowledge. This is a low-technology supported unit. The low-technology focus was intentional to support accessibility for most classrooms. 

We created a communication board specific to the unit using subscriptions and symbols we had access to. We also included sensory bins for students who would benefit from a sensory break that is tied to the unit’s theme. If you have low-vision students, additional prompts and color contrast for multimedia and online content can increase accessibility.

Following these three steps, teachers can create an age-appropriate, carefully planned, modified, standards-based unit with integration of assistive technology that is engaging for all students.

Because differences are our greatest strength

IEP and special education terms

By The Understood Team

Expert reviewed by Amanda Morin

At a glance

The terms used in and about special education can be unfamiliar.

You may not hear all of these terms.

Learning these terms early in the special education process can help you in the long run.

When it comes to special education, you may run into terms and jargon that you’re not familiar with. Here are key IEP and special education terms and abbreviations you may see and hear.

504 plan: A blueprint for supporting a student with a disability by removing barriers. It gives the student equal access to learning in the general education classroom. Students with 504 plans tend not to need specialized instruction (special education).

accommodation: This is a change to or in a student’s learning environment. Accommodations help students learn and show what they’ve learned by removing barriers. For instance, students who take longer to answer questions because of learning differences might be allowed extra time to take a test. Even with accommodations, students are expected to learn the same content as their peers.

annual goals: The IEP document lists the academic and functional (everyday) skills the IEP team thinks a student can achieve by the end of a school year. These goals are geared toward helping students take part in the general education curriculum. IEP goals need to be realistic and measurable . Many schools write SMART goals . (SMART stands for Specific, Measurable, Attainable, Results-oriented and Time-bound.)

assistive technology (AT): Any device, equipment, or software that helps students learn, communicate, and function better in school. AT ranges from simple tools (like highlighters) to high-tech software (like apps that read text aloud).

behavior intervention plan (BIP): A plan designed to proactively teach and reinforce positive behavior. Typically, the plan uses strategies to prevent and address behavior that gets in the way of learning. It may also have supports and aids for the student. A BIP is often included as part of an IEP. To get a BIP, a student must have a functional behavioral assessment .

disability: A condition recognized by the law. To qualify for an IEP, students must have a disability that falls under one of the 13 categories listed in the Individuals with Disabilities Education Act. Many students who learn and think differently are eligible in one of three categories: (1) specific learning disability; (2) other health impairment; and (3) speech or language impairment.

Hear an expert answer common questions about IEPs and special education terms

due process: A formal process for resolving disputes about special education and IEPs. Due process isn’t the only way to resolve a dispute. There are other options , like mediation and filing a state complaint.

extended school year services (ESY):  Special education services provided outside of the regular school year, such as during the summer or, less commonly, during extended breaks like winter break.

general education curriculum: This is the knowledge and skills that all students throughout a state are expected to master. The curriculum varies from state to state.

Individualized Education Program (IEP): An IEP outlines the program of special education instruction, supports, and services kids need to make progress and thrive in school. Some people refer to the written document that outlines this as the IEP (in which case p can stand for plan ).

Individuals with Disabilities Education Act (IDEA): The nation’s special education law. IDEA is a federal law that guarantees all students with disabilities access to a free, appropriate public education .

least restrictive environment (LRE): Students with documented disabilities must be taught in the least restrictive environment . This means they must be taught as much as possible in the same setting as peers who don’t have disabilities. In most circumstances, schools must offer services and supports to help students with an IEP thrive in a general education classroom.

modification: A modification is a change in what a student is expected to learn and demonstrate. For example, a teacher might ask the class to write an essay that analyzes three major battles during a war. A student with a modification may only be asked to write about the basic facts of those battles. Modifications are different from accommodations .

parent report: This is a letter families write to document their child’s strengths, struggles, and success at school, at home, and in the community. Sharing the report with the IEP team gives a more complete view of the student.

positive behavior interventions and supports (PBIS): PBIS is a proactive, schoolwide approach used to promote positive behavior and improve school safety. PBIS creates a school culture in which all students learn about behavior and use a common language to talk about it.

progress reporting: How a school reports on student progress on annual goals. This is specified in the IEP. Progress reporting needs to be provided as often as a school reports on progress in general education for all students.

present level of performance (PLOP, PLP, PLAFF, PLAAFP): A description of a student’s current abilities, skills, challenges, and strengths at the time the IEP is written. PLOP describes academic skills (like reading level) and functional skills (like making conversation or writing with a pencil). This is the starting point for setting annual IEP goals.

standards-based IEP:  A standards-based IEP measures a student’s academic performance against what the state expects of other students in the same grade.

special education: Specially designed instruction to meet the unique needs of a student. It should be designed to give access to the general education curriculum. The instruction is provided at no cost to families.

supplementary aids and services: These are supports to help students learn in the general education classroom. They can include equipment or assistive technology, like audiobooks or highlighted classroom notes. They may also include training for staff members to help them learn how to work with students based on their specific needs.

related services: Any support services a student needs to benefit from special education. One possible example is transportation. Another is occupational therapy.

response to intervention (RTI): RTI is a systematic way of identifying struggling students and providing extra help. Teachers assess the skills of everyone in the class to see which students need evidence-based instructional interventions. Progress is monitored frequently to make sure students are getting the right support and intervention.

transition plan: This part of the IEP lays out what a teen will learn and do in high school in order to thrive as a young adult. The IEP team and the student develop the plan together before it kicks in at age 16. The transition plan includes goals and activities that are academic and functional. But they extend beyond school to practical life skills and job training.

Keep this list of terms handy for future reference. You may also want to learn key terms that describe special education rights .

Key takeaways

Review this list of terms before special education meetings to refresh your memory.

Not all of these terms will apply to all students.

Ask the IEP team to explain any terms you don’t understand.

Explore related topics

Special Ed. Policies Can Change Fast. Districts Can Help Families Navigate Them

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Several states in recent years have raised the maximum age at which students with disabilities are eligible to receive special education services from their schools.

The changes, often driven by a shifting legal understanding of what federal special education law requires, can offer a lifeline for families whose children can benefit from additional time in school, often to learn more tangible life skills before the next step or even as a stopgap between school and adult services for which wait lists are the norm.

But some states have experienced particularly complicated situations with regard to special education eligibility, with several changes in the span of just a few months.

For example, Pennsylvania in August 2023 announced that schools must extend services to students until their 22nd birthday. A few weeks later, three school districts challenged the change, and a court sided with the districts in May, temporarily halting the new eligibility rules. Four days later, the age-22 eligibility rule was reinstated after the state education department appealed the court ruling.

The back-and-forth highlighted how tricky it can be for districts and families to try to navigate a complicated and shifting special education eligibility-policy landscape.

Given the complications, what is a school district to do?

Here are a few tips from district leaders who have been dealing with such situations on what schools should do to help students and families stay abreast of changing special education policies and minimize disruption.

Be transparent about what you know—and what you don’t

The toughest part of quickly changing policies is that school staff don’t really know what will happen until it’s happening, said Audrey Trainor, a professor of special education at New York University who studies the transition from childhood to adulthood for people with disabilities.

As soon as districts become aware of potential changes to the cutoff age for services or available offerings, staff should communicate with the families that could be affected, said Kirsten Scheurech, director of special education services for the Derry Township district in Pennsylvania.

District leaders should tell families what they know—and what they don’t, Scheurech said, and let families know when they might expect some resolution. That could include information such as when new legislation is proposed or when a lawsuit is pending.

“We were preparing families that we’re kind of at the mercy of these court cases,” Scheurech said. “By doing that, we had to call families and say, ‘You are coming back,’ and then, ‘You’re not coming back.’ Families kind of laughed with us to a degree because we prepared them for that possibility.”

Establishing those relationships and a sense of trust and prioritizing transparency can ease families’ frustrations during a period of uncertainty. Still, districts should be prepared for some blowback, and understand it’s usually more about the impact of the change than actual anger with the district, Scheurech said.

“Depending on the family and the situation and the relationship you might have, sometimes families blame the messenger,” she said. “We’ve tried to be as proactive as possible, but there’s always going to be those cases where families don’t want to hear the message. You still have to navigate it.”

Start planning early for the transition to life after school

Trainor recommended that educators managing a student’s individualized education program, or IEP, meet with the student and their family to discuss life after the traditional four-year high school track long before graduation.

Oftentimes, parents don’t know their child can continue to receive services past the time their peers have graduated, and that can make all the difference.

School representatives should come to these meetings prepared with materials about services they’re prepared to offer, as well as other options like state-funded disability services or vocational programs geared toward acclimating adults with disabilities to the working world.

During these meetings, school representatives should detail how long students with disabilities can remain in the public education system.

Such transition meetings can help build a bridge between families and the school system, making any future policy changes or disruptions more manageable by cultivating an environment in which parents feel comfortable asking questions and for help understanding new concepts, Trainor said.

Consider the impact

Even the best-laid plans can be uprooted by state-level policy changes.

If a state policy only allows students with disabilities to stay in the public education system until their 21st birthday, and it changes midyear to allow students to stay until they turn 22, for example, it would be understandable for families to want to take advantage of that extra time, Trainor said.

For some families and students, that is the best choice. But school staff should also help families understand the potential psychological impact that changing course could have on students who have gone through school with a particular post-graduation plan in mind.

Moving on from high school is a big milestone for students with disabilities—one they often look forward to and equate with graduating from high school or college.

Moving the goal post to have them stay in a program longer, especially if they’re close to aging out when a policy changes, could do more harm than good, Trainor said.

“That’s the kind of thing policymakers don’t always think about,” she said. “These are kids’ lives we’re talking about.”

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2024-2025 Teacher of Special Education

Englewood public school district | englewood, nj.

Applying to this job will open a new window on the employer's web site to apply there.

• New Jersey Teacher Certificate: Teacher of the Handicapped or Teacher of Students with Disabilities with a K-12 certification
• Familiar with NJ Student Learning Standards
• Strong instructional background
• Strong leadership and organizational skills
• Knowledge of educational software applications
• Excellent communication skills
• Experience working with at-risk students
• Knowledge of curriculum modification

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Calls for inclusivity to find a place for children with disabilities in mainstream schools

perspective Calls for inclusivity to find a place for children with disabilities in mainstream schools

An Adelaide mother says a mainstream school welcomed her son Harry, who has a disability, into their community.

An education academic says there is no research to suggest children with disability perform better in special schools.

What's next?

South Australia's education department is considering if it is possible to remove segregation in the system.

Harry Banks acquired a severe traumatic brain injury at 11 months old and now lives with a physical and communication disability.

His mother Michaela Banks said the family had to "re-imagine" their lives and thought Harry would need to attend a special school.

But Harry's speech pathologist suggested they enrol him at a mainstream school, challenging his mother's expectations about where he belonged in a classroom.

Ms Banks said enrolling Harry into a mainstream school was not easy, and they were often turned away.

"I got told things like, 'Are you sure we're the school for you? Did you mean to call us? Or, did you want to call the unit down the road?'" she told the ABC.

Ms Banks said their local school accepted Harry despite admitting they had never previously accommodated a student with his needs.

"That's all we needed to hear, that they wanted Harry at their school, that he would be a valued student and he would be part of that school community," Ms Banks said.

Queensland University of Technology inclusive education lecturer Glenys Mann said parents of children with disability have "very real fears" about sending their children to mainstream schools. 

"Parents worry about class size, they worry that classrooms are too noisy, too chaotic, they fear bullying, they fear that their kids are going to be left out, they think that their children won't have friends," Dr Mann said.

But bullying and social isolation also happens in special schools, she said.

Segregating people with disability may cause 'damage'

Dr Mann said there was no research that suggested children with a disability had better outcomes when they attended special schools.

"I don't think that necessarily keeping schools separate and divided and having this binary system is actually the answer to the concerns parents have," Dr Mann said.

"We need to be very aware of the damage that we know happens when we have segregation of any sort for people with disability."

The 2023 Disability Royal Commission recommended segregated education be phased out by 2051 . 

Dr Mann said South Australia had taken "long enough" to phase in inclusive education and the focus should be on deploying specialist support in a different way.

"What I would love to see in order to progress inclusive education, is the collaboration between specialist teachers and mainstream teachers, and leaders and parents … in order to progress schools where all students belong," she said.

Initially, Ms Banks said she was nervous to send Harry to a mainstream school, not knowing how students and parents would react.

But she said their interactions have been overwhelmingly positive.

"I've had parents come up to me and say, you know, 'I'm so glad that Harry is in school with my child because we've had conversations that we wouldn't have had otherwise,' discussions around disability, around diversity that wouldn't have happened if their children were just at a homogenous school," she said.

Re-imagining education

South Australia's Education Minister Blair Boyer said removing segregation would be an immense effort with "big ramifications".

He said the future of inclusive education would require education systems and the government to be "willing to do things they had never done before".

He said the department was considering what the system might look like and would make a decision about any changes later this year.

Dr Mann said developing an inclusive system was not about charity or "being nice" but rather about the rights of every student.

"I think we need to be open to having a vision of something that is more than just what we have now," she said.

Ms Banks said Australia was not ready to phase out segregated education but she hoped the issue would be prioritised.

"If we want that kind of inclusive Australia that I hear everyone talking about it, we've got to start right at the beginning, we've got to send our … children to school together," Ms Banks said.

Harry is now 13 years old and said high school would be "different, but exciting".

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