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Summary Report for:
25-2053.00 - Special Education Teachers, Middle School

Teach middle school subjects to educationally and physically handicapped students. Includes teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.

Sample of reported job titles: Special Education Teacher, Special Education Resource Teacher, Teacher, Middle School Special Education Teacher, Inclusion Teacher, Learning Support Teacher, Intervention Specialist, Exceptional Children Teacher (EC Teacher), Exceptional Student Education Teacher (ESE Teacher), Self-Contained Special Education Teacher

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Tasks  |  Tools & Technology  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  • Prepare materials and classrooms for class activities.
  • Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
  • Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
  • Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  • Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
  • Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
  • Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
  • Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.

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Tools & Technology

Tools used in this occupation:

Adaptive communication switches for the physically challenged — Jellybean switches; Sound switches
Braille devices for the physically challenged — Braille slates; Braille styluses
Computer mouse or trackballs — Eye controlled computer mouse equipment; Foot operated mouse equipment; Trackballs
Game pads or joy sticks — Head operated joysticks; Mouth operated joysticks
Touch screen monitors — Interactive whiteboards; Wireless touch screen monitors

Technology used in this occupation:

Computer based training software — Text to speech software
Device drivers or system software — Screen magnification software; Screen reader software
Electronic mail software — Email software
Presentation software — Microsoft PowerPoint
Spreadsheet software — Microsoft Excel

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Knowledge

Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.

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Skills

Instructing — Teaching others how to do something.
Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking — Talking to others to convey information effectively.
Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
Coordination — Adjusting actions in relation to others' actions.
Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
Time Management — Managing one's own time and the time of others.
Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.

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Abilities

Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity — The ability to speak clearly so others can understand you.
Written Comprehension — The ability to read and understand information and ideas presented in writing.
Written Expression — The ability to communicate information and ideas in writing so others will understand.
Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
Speech Recognition — The ability to identify and understand the speech of another person.
Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Near Vision — The ability to see details at close range (within a few feet of the observer).

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Work Activities

Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.

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Work Context

Work With Work Group or Team — 88% responded “Extremely important.”
Contact With Others — 81% responded “Constant contact with others.”
Face-to-Face Discussions — 75% responded “Every day.”
Electronic Mail — 74% responded “Every day.”
Duration of Typical Work Week — 70% responded “More than 40 hours.”
Physical Proximity — 56% responded “Moderately close (at arm's length).”
Freedom to Make Decisions — 53% responded “Some freedom.”
Structured versus Unstructured Work — 87% responded “Some freedom.”
Coordinate or Lead Others — 38% responded “Extremely important.”
Importance of Being Exact or Accurate — 47% responded “Very important.”

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Job Zone

Title Job Zone Four: Considerable Preparation Needed
Education Most of these occupations require a four-year bachelor's degree, but some do not.
Related Experience A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Job Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Job Zone Examples Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, art directors, and cost estimators.
SVP Range (7.0 to < 8.0)

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Education


Percentage of Respondents
Education Level Required
48   Bachelor's degree
39   Master's degree
13   Post-baccalaureate certificate Help

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Credentials

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Interests

Interest code: SA

Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.

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Work Styles

Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
Integrity — Job requires being honest and ethical.
Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
Persistence — Job requires persistence in the face of obstacles.
Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.

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Work Values

Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.

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Related Occupations

11-9031.00 Education Administrators, Preschool and Childcare Center/Program
13-1151.00 Training and Development Specialists   Green Occupation Green
21-1012.00 Educational, Guidance, School, and Vocational Counselors
25-2011.00 Preschool Teachers, Except Special Education Bright Outlook
25-2012.00 Kindergarten Teachers, Except Special Education
25-2021.00 Elementary School Teachers, Except Special Education Bright Outlook
25-2022.00 Middle School Teachers, Except Special and Career/Technical Education   Bright Outlook Bright Outlook  
25-2031.00 Secondary School Teachers, Except Special and Career/Technical Education Bright Outlook
25-2054.00 Special Education Teachers, Secondary School
25-3011.00 Adult Basic and Secondary Education and Literacy Teachers and Instructors

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Wages & Employment Trends

Median wages (2013) $56,300 annual
State wages Local Salary Info
 
Employment (2012) 95,000 employees
Projected growth (2012-2022) Slower than average (3% to 7%) Slower than average (3% to 7%)
Projected job openings (2012-2022) 21,100
State trends Employment Trends
 
Top industries (2012)

Source: Bureau of Labor Statistics 2013 wage data external site and 2012-2022 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2012-2022). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Special Education Teachers external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2014-15 Edition.

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