Special Education Teachers, Elementary School
25-2056.00
Updated 2025

Teach academic, social, and life skills to elementary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Sample of reported job titles: Deaf and Hard of Hearing Teacher (DHH Teacher), Emotional Disabilities Teacher, Hearing Impaired Itinerant Teacher (HI Itinerant Teacher), Learning Support Teacher, Resource Program Teacher, Severe Emotional Disorders Elementary Teacher (SED Elementary Teacher), Special Educator, SPED Inclusion Teacher (Special Education Inclusion Teacher), SPED Resource Teacher (Special Education Resource Teacher), SPED Teacher (Special Education Teacher)

Occupation-Specific Information

Tasks

  • Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.
  • Develop or implement strategies to meet the needs of students with a variety of disabilities.
  • Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  • Modify the general elementary education curriculum for students with disabilities.
  • Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
  • Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
  • Coordinate placement of students with special needs into mainstream classes.
  • Observe and evaluate students' performance, behavior, social development, and physical health.
  • Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.
  • Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.
  • Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.
  • Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
  • Teach students personal development skills, such as goal setting, independence, or self-advocacy.
  • Establish and communicate clear objectives for all lessons, units, and projects to students.
  • Guide or counsel students with adjustment problems, academic problems, or special academic interests.
  • Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.
  • Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
  • Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.
  • Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.
  • Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
  • Prepare, administer, or grade tests or assignments to evaluate students' progress.
  • Organize and display students' work in a manner appropriate for their perceptual skills.
  • Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
  • Interpret the results of standardized tests to determine students' strengths and areas of need.
  • Organize and supervise games or other recreational activities to promote physical, mental, or social development.
  • Administer standardized ability and achievement tests to elementary students with special needs.
  • Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.
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Technology Skills

  • Computer based training software — Children's educational software; EasyCBM; Rethink Ed; Scientific Learning Fast ForWord
  • Data base user interface and query software — American Sign Language Browser; Individualized Educational Program IEP software
  • Device drivers or system software — Screen magnification software; Screen reader software; Synapse outSPOKEN; The vOICe Learning Edition
  • Electronic mail software — Email software; Microsoft Outlook Hot technology
  • Graphics or photo imaging software — Drawing software
  • Internet browser software — Web browser software
  • Office suite software — Microsoft Office software Hot technology
  • Presentation software — Microsoft PowerPoint Hot technology
  • Spreadsheet software — Microsoft Excel Hot technology
  • Voice recognition software — goQ WordQ; Nuance Dragon NaturallySpeaking; Voice activated software
  • Word processing software — Microsoft Word Hot technology
Hot technology
Hot Technologies are requirements most frequently included across all employer job postings.

Occupational Requirements

Work Activities

  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Communicating with People Outside the Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Providing Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
  • Working with Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Judging the Qualities of Objects, Services, or People — Assessing the value, importance, or quality of things or people.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
  • Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.

Detailed Work Activities

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Work Context

  • E-Mail — 88% responded “Every day.”
  • Contact With Others — 81% responded “Constant contact with others.”
  • Face-to-Face Discussions with Individuals and Within Teams — 75% responded “Every day.”
  • Physical Proximity — 77% responded “Very close (near touching).”
  • Indoors, Environmentally Controlled — 84% responded “Every day.”
  • Work With or Contribute to a Work Group or Team — 66% responded “Extremely important.”
  • Determine Tasks, Priorities and Goals — 42% responded “Some freedom.”
  • Duration of Typical Work Week — 65% responded “More than 40 hours.”
  • Coordinate or Lead Others in Accomplishing Work Activities — 59% responded “Extremely important.”
  • Telephone Conversations — 43% responded “Once a month or more but not every week.”
  • Spend Time Standing — 48% responded “About half the time.”
  • Freedom to Make Decisions — 59% responded “Some freedom.”
  • Time Pressure — 42% responded “Once a month or more but not every week.”
  • Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable — 36% responded “Never.”
  • Health and Safety of Other Workers — 33% responded “High responsibility.”
  • Written Letters and Memos — 37% responded “Once a year or more but not every month.”
  • Dealing With Unpleasant, Angry, or Discourteous People — 40% responded “Once a month or more but not every week.”
  • Impact of Decisions on Co-workers or Company Results — 39% responded “Important results.”
  • Importance of Being Exact or Accurate — 42% responded “Very important.”
  • Conflict Situations — 30% responded “Once a month or more but not every week.”
  • Deal With External Customers or the Public in General — 34% responded “Not important at all.”

Experience Requirements

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 real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators.
SVP Range
(7.0 to < 8.0)

Training & Credentials

State training
Local training
Certifications
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State licenses

Apprenticeship Opportunities

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Worker Requirements

Skills

  • 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.
  • Instructing — Teaching others how to do something.
  • Speaking — Talking to others to convey information effectively.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Reading Comprehension — Understanding written sentences and paragraphs in work-related documents.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Service Orientation — Actively looking for ways to help people.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Coordination — Adjusting actions in relation to others' actions.
  • Persuasion — Persuading others to change their minds or behavior.
  • Time Management — Managing one's own time and the time of others.

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, and rules of composition and grammar.
  • 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.
  • Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
  • Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
  • Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
  • 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.
  • Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
  • Administrative — Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology.
  • Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.

Education

How much education does a new hire need to perform a job in this occupation? Respondents said:

  • 51%
     
    Bachelor’s degree required
  • 38%
     
    Master’s degree required
  • 10%
     
    High school diploma or equivalent required

Worker Characteristics

Abilities

  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • 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 that there is a problem.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.
  • Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Far Vision — The ability to see details at a distance.
  • Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.

Interests

Interest code: SI
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  • Social — Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities.
  • Investigative — Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service.

Work Styles

  • Sincerity — A tendency to be genuine and sincere in interactions with others at work, without concern for personal gain or self-interest.
  • Optimism — A tendency to exhibit a positive attitude and positive emotions at work, even under difficult circumstances.
  • Adaptability — A tendency to be open to and comfortable with change, new experiences, or ideas at work.
  • Perseverance — A tendency to exhibit determination and resolve to perform or complete tasks in the face of difficult circumstances or obstacles at work.
  • Empathy — A tendency to show concern for others and be sensitive to others' needs and feelings at work.
  • Stress Tolerance — A tendency to cope and function effectively in stressful situations at work.
  • Self-Control — A tendency to remain calm and composed and to manage emotions effectively in response to criticism or difficult situations at work.
  • Social Orientation — A tendency to seek out, enjoy, and be energized by social interaction at work.
  • Cooperation — A tendency to be pleasant, helpful, and willing to assist others at work.
  • Integrity — A tendency to be honest and ethical at work.

Workforce Characteristics

Wages & Employment Trends

Median wage data for Special Education Teachers, Kindergarten and Elementary School.
Employment data for Special Education Teachers, Kindergarten and Elementary School.
Industry data for Special Education Teachers, Kindergarten and Elementary School.
Median wages (2024)
$63,000 annual
State wages
Local wages
Employment (2024)
230,200 employees
Projected growth (2024-2034)
Decline (-1% or lower)
Projected job openings (2024-2034)
15,400
State trends
Top industries (2024)

Source: Bureau of Labor Statistics 2024 wage data and 2024-2034 employment projections . “Projected growth” represents the estimated change in total employment over the projections period (2024-2034). “Projected job openings” represent openings due to growth and replacement.

Job Openings on the Web

State job openings
Local job openings

More Information

Professional Associations

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