Special Education Teachers are responsible for the instruction of students with physical, mental, emotional, or learning impairments. They are also involved in the development of programs of study and in working with parents as part of their instructional responsibilities.

JOB DUTIES

Special Education Teachers may:

Plan curriculum and prepare lessons and other materials considering factors such as individual needs, abilities, learning levels, and physical limitations

Teach socially acceptable behavior, employing techniques such as behavior modifications and positive reinforcement

Arrange and adjust tools, work aids, and equipment used by students in classrooms, such as specially equipped worktables, personal computers, typewriters, and mechanized page turners

Devise special teaching tools, techniques, and equipment

Confer with other staff members and professionals and parents to develop programs to make the most of the student's potential and to set short and long range goals leading to vocational placement and independent living

Assist teachers in the "mainstreaming" of students with special needs into the regular classroom

Teach students in subject areas such as reading, writing, arithmetic, daily living skills, arts, crafts, career planning, and physical education, using such techniques as multi-sensory learning and repetition to reinforce learning

Give ability and achievement tests and interpret the results in cooperation with school psychologists

Observe, evaluate, and prepare reports on the progress of students

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The equipment and materials used include:

OCCUPATIONAL SPECIALTIES

Special Education Teachers may specialize in one of several student disability areas. The primary disability areas are the mentally impaired, visually impaired, learning disabled, emotionally impaired, physically impaired, hearing impaired, speech impaired, pre-primary impaired and the autistic.

094.224-014 TEACHERS OF THE PHYSICALLY IMPAIRED instruct physically or health impaired students in the elementary and secondary grades, adapting teaching techniques and methods of instruction to meet the individual needs of students in schools, hospitals, and students' homes. Teachers may also sometimes work with preschoolers and adults. They evaluate a student's abilities in order to determine the training program that will result in the most progress.

094.224-010 TEACHERS OF THE DEAF teach elementary and secondary school subjects and special skills to deaf or hearing impaired students. They may use the aural/oral method which includes lip reading, speech training, and auditory training, or they may use the total communication method, which is a combination of the aural/oral method and hand signs.

094.227-022 TEACHERS OF THE MENTALLY RETARDED teach the basic academic subjects to mentally retarded children. They may teach in schools, hospitals, or other institutions.

094.224-018 TEACHERS OF THE VISUALLY IMPAIRED teach elementary and secondary school subjects to blind students, using the Braille system. Another area of instruction is mobility and orientation training.

094.227-010 TEACHERS OF THE EDUCATIONALLY HANDICAPPED teach elementary and secondary school subjects to students with learning or emotional disabilities. They may teach in schools, institutions, or other specialized facilities.

TEACHERS OF THE AUTISTIC plan and direct classroom programs which assist in the language and communication development, personal adjustment training, and prevocational education of autistic students.

094.227-030 TEACHERS OF THE LEARNING DISABLED teach elementary and secondary school subjects in schools, institutions, or other specialized facilities to students with neurological problems in learning.

In addition to learning about these specialties, you may also find it helpful to explore the following Career Exploration Scripts:

WORKING CONDITIONS AND REQUIREMENTS

Special Education Teachers may work alone or with therapists and other personnel in classrooms or resource rooms.  They are directly responsible to the school principal or to an intermediate school district supervisor. They may be assisted by teacher aides who perform clerical duties, assist with supervision, or work with small groups of students under the Teachers' guidance.  Most Teachers work in pleasant surroundings that are usually well equipped, lighted, heated, and ventilated.

Special Education Teachers generally work 36 hours per week, 9 months per year.  Some school schedules may be longer than 52 weeks and include summer teaching. In addition to regular classroom instruction, Teachers spend additional time grading tests and papers, creating individual education plans, and counseling parents and overseeing other activities related to their teaching area.  Special Education Teachers may travel to hospitals and homes of homebound physically impaired pupils to give instruction.

Teachers may belong to one or more professional associations, such as The Michigan Council for Exceptional Children, The Michigan Occupational Special Needs Association and The Association for Education and Rehabilitation of the Blind and Visually Impaired.  In Michigan, most Teachers become members of The Michigan Federation of Teachers or The Michigan Education Association.  Members of unions and associations must pay dues.  In some districts non members are required to pay equivalent fees.

You Should Prefer:

• Communicating ideas or information to other people

• Working for the presumed good of people

You Should Be Able To:

• Use reason and logic

• Understand the meanings and relationships of words

• Communicate both orally and in writing

• Perceive details in written materials or tables

• Plan, direct, and control the activities of others

• Influence others in their judgments about ideas or things

• Make decisions based on personal judgment

• Be sensitive to the needs or interests of others

Math Problem You Should Be Able to Solve:

If a student scores an 87 out of 150 on an aptitude test and a passing score is 70%, did the student pass or not?

Reading Example You Should Be Able to Read and Comprehend:

The poverty threshold changes each year with changes in the cost of living. It also varies with the size and age of the family.

Writing Example You Should Be Able to Produce:

You should be able to write a letter to the students' parents explaining the progress of their children.

Thinking Skill You Should Be Able to Demonstrate:

You should be able to decide the best way to handle a disturbed child without enraging him or her even more.

The State of Michigan requires a license for this occupation.  Click here  for "Michigan Licensed Occupations," see Teacher, Special Education and Teacher, Special Education Intern for specific licensing information.

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EDUCATION AND PREPARATION OPPORTUNITIES

NOTE: A Bachelor's Degree (four years of study beyond high school), a Master's Degree (five to six years of study beyond high school) or a Professional Degree or Doctorate (seven to ten years of study beyond high school) may qualify a person for this occupation.

The following education and preparation opportunities are helpful in preparing for occupations in this Career Exploration Script:

***SCHOOL SUBJECTS***

ART , 0400 BAND , 0700 CAREERS , 0800 CHOIR , 0900 COMMUNICATIONS , 1000 COMPUTERS , 1300 ENGLISH , 1900 HISTORY , 2000 LIFE MANAGEMENT , 2100 LITERATURE , 2200 MATH , 2400 MUSIC , 2700 PHYSICAL EDUCATION , 2800 PUBLIC SPEAKING , 2900 SCIENCE , 3000 SOCIAL STUDIES

***VOCATIONAL EDUCATION PROGRAMS***

There are no Vocational Education Programs related to this Career Exploration Script.

***POSTSECONDARY PROGRAMS***

163 SPECIAL EDUCATION

Programs in Special Education provide opportunities to gain the knowledge and skills needed to teach persons who have special physical, sensory, emotional, or behavioral problems. Teachers must be certified at the elementary and secondary levels. They are required to specialize in a specific special education area. In addition, Special Education Teachers must complete an approved teacher training program with a bachelor's degree.

Courses and programs under the heading of Special Education may include:

Search for a College and/or Instructional Program   

***APPRENTICESHIP OPPORTUNITIES***

There are no Apprenticeships related to this Career Exploration Script.

***MILITARY TRAINING PROGRAMS*** 

There are no Military Programs related to this Career Exploration Script.  

E-Learning Courses and Programs   

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OPPORTUNITIES FOR EXPERIENCE AND METHODS OF ENTRY

Some of the ways to explore working with handicapped children are working as a counselor at a camp for handicapped children or as a teacher aide in classes for the handicapped. Taking practical field experience classes within post secondary programs in special education may also prove helpful.

School-to-Work opportunities include:

informal apprenticeships

mentorships

job shadowing experiences

touring a local Special Education Teacher employer

internships

volunteer work with a Special Education Teacher employer

community service work with an agency

The most common method of becoming a Special Education Teacher is to apply directly to local school districts or contact a state or local Civil Service Office.  Assistance in locating a job may be obtained from college placement offices. In addition, you should access and search the Internet's on-line employment services sites such as:  

You should also enter an electronic resume on these on-line services.

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EARNINGS AND ADVANCEMENT

Salaries of Special Education Teachers depend on such factors as education and teaching experience, municipal budgets, unionization, supply and demand, and geographic location. Higher wages are earned in large metropolitan areas.  Teachers generally earn less in private schools than in public schools.

According to a recent nationwide survey, the average of the highest annual salaries (2005-2006) paid public classroom Teachers was $65,899; the average of the lowest salaries was $32,462; and the average of the mean was $48,160.   The median yearly earnings of "all" workers in the U.S. were $33,852 in 2005.

Salaries (2006-2007) of public school teachers employed in various Michigan school districts were:

         * Salaries vary depending on 42-, 46-, or 52-week schedules.

Some school districts may also pay allowances for cost-of-living adjustments, additional education, and longevity.

Most public school teachers receive paid sick leave; paid holidays; and winter, spring, and summer vacations.  Most have paid group life, hospital, medical, and surgical insurance.Some also receive dental care, vision care, and prescription drug coverage.  Most employers provide income protection, professional liability insurance, and paid retirement plans.  Many also offer contributory tax-sheltered annuity plans. Sabbaticals, available in some districts, can provide up to one year of leave at half pay.

Those remaining strictly in teaching positions may advance in salary and prestige.  Others may take on education administration duties. A possible career ladder for Special Education Teachers might include advancement to special needs coordinator, program supervisor, and special education director.

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EMPLOYMENT AND OUTLOOK

Nationally in 2004, there were about 441,400 Special Education Teachers employed. Employment of Special Education Teachers is expected to increase faster than the average for all occupations through the year 2014.  Teachers who have expertise in integrating personal computer technology with classroom instruction will be strongly demanded by school districts.  The industry distribution for Special Education Teachers looked like this:

Employers are having difficulty in recruiting at colleges and universities because of the limited availability of candidates (new teachers) who specialize in mathematics, special education, physical sciences, speech correction, and bilingual education.

About 14,300 Special Education Teachers are employed in Michigan.  Most worked for local school districts.  A few worked for government agencies.

The distribution of Special Education Teachers by assignment area in Michigan public schools was:

Employment of Special Education Teachers in Michigan is expected to increase faster than the average for all occupations through the year 2012.  An average of 440 annual openings is expected, with 180 due to growth and 260 due to replacement of those who retire, die or leave the labor force for other reasons.  Additional openings will occur as workers change jobs or occupations.

The number of Special Education Teachers employed in Michigan's public schools has increased greatly in recent years.  In the near term, the demand by school systems for those who teach the learning disabled and the emotionally impaired is expected to exceed the supply of certified teachers.  A possible shortage of teachers who instruct the visually and mentally handicapped and the hearing impaired may also occur.  

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SOURCES OF ADDITIONAL INFORMATION

Printed Occupational information is available upon written request from the sources below.

 Copyright © 2007 Michigan Department of Labor & Economic Growth