Special Education Teachers, Middle School
25-2057.00
Updated 2025

The occupation code you requested, 25-2042.00 (Special Education Teachers, Middle School), is no longer in use. In the future, please use 25-2057.00 (Special Education Teachers, Middle School) instead.

Teach academic, social, and life skills to middle 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: Exceptional Children Teacher (EC Teacher), Exceptional Student Education Teacher (ESE Teacher), Inclusion Teacher, Intervention Specialist, Learning Disabilities Teacher (LD Teacher), Learning Support Teacher, Middle School Special Education Teacher (MS SPED Teacher), Self-Contained Special Education Teacher (Self-Contained SPED Teacher), Special Education Teacher (SPED Teacher), SPED Resource Teacher (Special Education Resource Teacher)

Occupation-Specific Information

Tasks

  • Develop or write Individualized Education Programs (IEPs) for students.
  • Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  • Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
  • Prepare materials and classrooms for class activities.
  • Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
  • Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
  • Coordinate placement of students with special needs into mainstream classes.
  • Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
  • Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.
  • Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
  • Guide and counsel students with adjustments, academic problems, or special academic interests.
  • Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  • Teach students personal development skills, such as goal setting, independence, and self-advocacy.
  • Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
  • Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
  • Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.
  • Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  • Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
  • Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
  • Observe and evaluate students' performance, behavior, social development, and physical health.
  • Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
  • Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  • Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
  • Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
  • Prepare, administer, and grade tests and assignments to evaluate students' progress.
  • Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
  • Provide additional instruction in vocational areas.
  • Organize and label materials and display students' work.
  • Attend staff meetings and serve on committees, as required.
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
  • Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
  • Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
  • Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  • Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
  • Organize and supervise games and other recreational activities to promote physical, mental, and social development.
  • Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
  • Track students' progress on computer-based programs, such as reading fluency and comprehension.
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Technology Skills

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Occupational Requirements

Work Activities

  • 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.
  • Working with Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • 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.
  • 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.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • 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.
  • Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • 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.
  • 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.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • 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.
  • 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 — 99% responded “Every day.”
  • Face-to-Face Discussions with Individuals and Within Teams — 62% responded “Every day.”
  • Work With or Contribute to a Work Group or Team — 72% responded “Extremely important.”
  • Conflict Situations — 67% responded “Every day.”
  • Physical Proximity — 52% responded “Moderately close (at arm's length).”
  • Indoors, Environmentally Controlled — 83% responded “Every day.”
  • Duration of Typical Work Week — 64% responded “More than 40 hours.”
  • Coordinate or Lead Others in Accomplishing Work Activities — 57% responded “Extremely important.”
  • Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable — 56% responded “Every day.”
  • Contact With Others — 61% responded “Constant contact with others.”
  • Dealing With Unpleasant, Angry, or Discourteous People — 45% responded “Every day.”
  • Time Pressure — 51% responded “Once a week or more but not every day.”
  • Determine Tasks, Priorities and Goals — 48% responded “Some freedom.”
  • Freedom to Make Decisions — 47% responded “Some freedom.”
  • Telephone Conversations — 60% responded “Once a week or more but not every day.”
  • Health and Safety of Other Workers — 44% responded “High responsibility.”
  • Work Outcomes and Results of Other Workers — 48% responded “Moderate responsibility.”
  • Importance of Being Exact or Accurate — 43% responded “Very important.”
  • Spend Time Standing — 58% responded “More than half the time.”
  • Frequency of Decision Making — 45% responded “Every day.”
  • Written Letters and Memos — 54% responded “Once a week or more but not every day.”
  • Indoors, Not Environmentally Controlled
  • Public Speaking — 47% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 41% responded “Minor results.”
  • Importance of Repeating Same Tasks — 40% responded “Very important.”

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

Knowledge

  • 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.
  • 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.
  • Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
  • 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.
  • 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.
  • 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.
  • Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins.
  • 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.
  • Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.

Education

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

  • 82%
     
    Bachelor’s degree required
  • 17%
     
    Master’s degree required

Worker Characteristics

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.
  • 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).
  • 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.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • 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.
  • 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).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • 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.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • 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).

Interests

Interest code: SIA
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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.
  • Artistic — Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art.

Work Styles

  • Optimism — A tendency to exhibit a positive attitude and positive emotions at work, even under difficult circumstances.
  • Sincerity — A tendency to be genuine and sincere in interactions with others at work, without concern for personal gain or self-interest.
  • Perseverance — A tendency to exhibit determination and resolve to perform or complete tasks in the face of difficult circumstances or obstacles at work.
  • Adaptability — A tendency to be open to and comfortable with change, new experiences, or ideas 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 wages (2024)
$64,880 annual
State wages
Local wages
Employment (2024)
94,800 employees
Projected growth (2024-2034)
Decline (-1% or lower)
Projected job openings (2024-2034)
6,300
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
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More Information

Professional Associations

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National Associations
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