Special education teachers work with children and youths who have a variety of disabilities. A small number of special education teachers work with students with severe cases of mental retardation or autism, primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, using or modifying the general education curriculum to meet the child's individual needs. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some work with infants and toddlers.
The various types of disabilities that may qualify individuals for special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Early identification of a child with special needs is an important part of a special education teacher's job, because early intervention is essential in educating children with disabilities.
Special education teachers use various techniques to promote learning. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small-group work. When students need special accommodations to take a test, special education teachers see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test.
Special education teachers help to develop an Individualized Education Program (IEP) for each student. The IEP sets personalized goals for the student and is tailored to that student's individual needs and ability. When appropriate, the program includes a transition plan outlining specific steps to prepare students with disabilities for middle school or high school or, in the case of older students, a job or postsecondary study. Teachers review the IEP with the student's parents, school administrators, and the student's general education teachers. Teachers work closely with parents to inform them of their child's progress and suggest techniques to promote learning at home.
Special education teachers design and teach appropriate curricula, assign work geared toward each student's needs and abilities, and grade papers and homework assignments. They are involved in the students' behavioral, social, and academic development, helping them develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior. Preparing special education students for daily life after graduation also is an important aspect of the job. Teachers provide students with career counseling or help them learn routine skills, such as balancing a checkbook.
As schools become more inclusive, special education teachers and general education teachers increasingly work together in general education classrooms. Special education teachers help general educators adapt curriculum materials and teaching techniques to meet the needs of students with disabilities. They coordinate the work of teachers, teacher assistants, and related personnel, such as therapists and social workers, to meet the individualized needs of the student within inclusive special education programs. A large part of a special education teacher's job involves communicating and coordinating with others involved in the child's well being, including parents, social workers, school psychologists, occupational and physical therapists, school administrators, and other teachers.
Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; still others teach together with general education teachers in classes including both general and special education students. Some teachers work with special education students for several hours a day in a resource room, separate from their general education classroom. Considerably fewer special education teachers work in residential facilities or tutor students in homebound or hospital environments.
Some special education teachers work with infants and usually travel to the child's home to work with the parents. Many of these infants have medical problems that slow or preclude normal development. Special education teachers show parents techniques and activities designed to stimulate the infant and encourage the growth and development of the child's skills. Toddlers usually receive their services at a preschool where special education teachers help them develop social, self-help, motor, language, and cognitive skills, often through the use of play.
Technology is becoming increasingly important in special education. Teachers use specialized equipment such as computers with synthesized speech, interactive educational software programs, and audiotapes to assist children.
Work environment. Special education teachers enjoy the challenge of working with students with disabilities and the opportunity to establish meaningful relationships with them. Although helping these students can be highly rewarding, the work also can be emotionally and physically draining. Many special education teachers are under considerable stress due to heavy workloads and administrative tasks. They must produce a substantial amount of paperwork documenting each student's progress and work under the threat of litigation against the school or district by parents if correct procedures are not followed or if they feel that their child is not receiving an adequate education. Recently passed legislation, however, is intended to reduce the burden of paperwork and the threat of litigation. The physical and emotional demands of the job cause some special education teachers to leave the occupation.
Some schools offer year-round education for special education students, but most special education teachers work only the traditional 10-month school year.
| 1. | Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. |
| 2. | Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. |
| 3. | Prepare materials and classrooms for class activities. |
| 4. | Establish and enforce rules for behavior and policies and procedures to maintain order among students. |
| 5. | Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development. |
| 6. | Instruct through lectures, discussions, and demonstrations in one or more subjects such as English, mathematics, or social studies. |
| 7. | Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. |
| 8. | Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
| 9. | Teach personal development skills such as goal setting, independence, and self-advocacy. |
| 10. | Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
| 11. | Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. |
| 12. | Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. |
| 13. | Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies. |
| 14. | Meet with other professionals to discuss individual students' needs and progress. |
| 15. | Confer with parents or guardians, other teachers, counselors, and administrators in order to resolve students' behavioral and academic problems. |
| 16. | Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs. |
| 17. | Guide and counsel students with adjustment and/or academic problems, or special academic interests. |
| 18. | Coordinate placement of students with special needs into mainstream classes. |
| 19. | Observe and evaluate students' performance, behavior, social development, and physical health. |
| 20. | Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. |
| 21. | Prepare, administer, and grade tests and assignments to evaluate students' progress. |
| 22. | Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. |
| 23. | Meet with parents and guardians to provide guidance in using community resources, and to teach skills for dealing with students' impairments. |
| 24. | Provide additional instruction in vocational areas. |
| 25. | Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. |
| 26. | Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. |
| 27. | Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage. |
| 28. | Use computers, audiovisual aids, and other equipment and materials to supplement presentations. |
| 29. | Administer standardized ability and achievement tests, and interpret results to determine students' strengths and areas of need. |
| 30. | Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. |
| 31. | Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. |
| 32. | Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. |
| 33. | Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. |
| 34. | Attend staff meetings, and serve on committees as required. |
| 35. | Select, store, order, issue, and inventory classroom equipment, materials, and supplies. |
| 36. | Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. |
| 37. | Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms. |
| 38. | Visit schools to tutor students with sensory impairments, and to consult with teachers regarding students' special needs. |
| 39. | Provide interpretation and transcription of regular classroom materials through Braille and sign language. |
| 40. | Sponsor extracurricular activities such as clubs, student organizations, and academic contests. |
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