Special Education Teachers, Secondary School
25-2058.00
Updated 2025

The occupation code you requested, 25-2043.00 (Special Education Teachers, Secondary School), is no longer in use. In the future, please use 25-2058.00 (Special Education Teachers, Secondary School) instead.

Teach academic, social, and life skills to secondary 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: Education Specialist, Emotional Disability Special Education Teacher (ED SPED Teacher), Exceptional Student Education Teacher (ESE Teacher), Handicapped Teacher, HS SPED Teacher (High School Special Education Teacher), Learning Disabilities Special Education Teacher (LD Special Education Teacher), Learning Support Teacher, Special Day Class Teacher (SDC Teacher), SPED Resource Teacher (Special Education Resource Teacher), SPED Teacher (Special Education Teacher)

Occupation-Specific Information

Tasks

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

Work Activities

  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • 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.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • 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.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • 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.
  • 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.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • 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.
  • 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.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • 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.
  • Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
  • Providing Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.

Detailed Work Activities

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Work Context

  • Contact With Others — 99% responded “Constant contact with others.”
  • E-Mail — 99% responded “Every day.”
  • Face-to-Face Discussions with Individuals and Within Teams — 97% responded “Every day.”
  • Work With or Contribute to a Work Group or Team — 90% responded “Extremely important.”
  • Coordinate or Lead Others in Accomplishing Work Activities — 78% responded “Extremely important.”
  • Freedom to Make Decisions — 64% responded “A lot of freedom.”
  • Conflict Situations — 45% responded “Once a week or more but not every day.”
  • Physical Proximity — 49% responded “Moderately close (at arm's length).”
  • Determine Tasks, Priorities and Goals — 41% responded “Some freedom.”
  • Duration of Typical Work Week — 59% responded “More than 40 hours.”
  • Impact of Decisions on Co-workers or Company Results — 45% responded “Important results.”
  • Frequency of Decision Making — 52% responded “Every day.”
  • Indoors, Environmentally Controlled — 75% responded “Every day.”
  • Telephone Conversations — 62% responded “Once a week or more but not every day.”
  • Public Speaking — 56% responded “Every day.”
  • Time Pressure — 55% responded “Once a week or more but not every day.”
  • Dealing With Unpleasant, Angry, or Discourteous People — 44% responded “Once a week or more but not every day.”
  • Importance of Being Exact or Accurate — 36% responded “Extremely important.”
  • Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable — 39% responded “Every day.”
  • Written Letters and Memos — 26% responded “Every day.”
  • Deal With External Customers or the Public in General — 30% responded “Extremely important.”
  • Health and Safety of Other Workers — 31% responded “Very high responsibility.”
  • Spend Time Sitting — 40% responded “More than half the time.”

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

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Local training
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State licenses

Apprenticeship Opportunities

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Worker Requirements

Skills

  • 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.
  • Reading Comprehension — Understanding written sentences and paragraphs in work-related documents.
  • Speaking — Talking to others to convey information effectively.
  • 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.
  • 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.
  • Service Orientation — Actively looking for ways to help people.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • 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.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Negotiation — Bringing others together and trying to reconcile differences.
  • Persuasion — Persuading others to change their minds or behavior.
  • Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
  • Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.

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.
  • 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.
  • 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.
  • 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.
  • Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
  • 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.
  • Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
  • 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.
  • 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.
  • Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins.
  • 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:

  • 42%
     
    Bachelor’s degree required
  • 42%
     
    Master’s degree required
  • 15%
     
    Post-baccalaureate certificate required

Worker Characteristics

Abilities

  • Oral Expression — The ability to communicate information and ideas in speaking 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 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.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • 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).
  • 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).
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • 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.

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

  • 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.
  • 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 wages (2024)
$69,590 annual
State wages
Local wages
Employment (2024)
164,200 employees
Projected growth (2024-2034)
Decline (-1% or lower)
Projected job openings (2024-2034)
11,100
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
Accreditation, Certification, & Unions