Does this career fit your work personality?
Begin The Career Assessment TestTeach academic, social, and life skills to preschool-aged 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.
Communication skills. Special education teachers need to explain concepts in terms that students with learning disabilities can understand. They also must write Individualized Education Programs (IEPs) and share students’ progress with general education teachers, counselors and other specialists, administrators, and parents.
Critical-thinking skills. Special education teachers must be able to assess students’ progress and use the information to adapt lessons.
Interpersonal skills. Special education teachers work regularly with a team of educators and the student’s parents to develop IEPs. As a result, they need to be able to build positive working relationships.
Patience. Special education teachers must be able to stay calm instructing students with disabilities, who may lack basic skills, present behavioral or other challenges, or require repeated efforts to understand material.
Resourcefulness. Special education teachers must develop different ways to present information that meet their students’ needs. They also help general education teachers adapt their lessons to the needs of students with disabilities.
| A3 | Your Strengths | Importance |
Characteristics of this Career |
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96% | Integrity - Job requires being honest and ethical. | |
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96% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
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95% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
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92% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
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92% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
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92% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
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90% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
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89% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
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89% | Persistence - Job requires persistence in the face of obstacles. | |
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87% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
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87% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. | |
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84% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
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81% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
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78% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
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77% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
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77% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. |
| A3 | Your Strengths | Importance |
Strengths |
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100% | 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. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
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100% | 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. | |
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78% | 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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61% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
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56% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
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78% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
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75% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
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75% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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75% | 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. | |
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75% | Speech Clarity - The ability to speak clearly so others can understand you. | |
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72% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
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69% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
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69% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
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63% | Speech Recognition - The ability to identify and understand the speech of another person. | |
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60% | Selective Attention - The ability to concentrate on a task over a period of time without being distracted. | |
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60% | 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). | |
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60% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
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56% | 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). |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
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61% | Speaking - Talking to others to convey information effectively. | |
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59% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
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59% | 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. | |
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57% | Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. | |
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57% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. | |
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57% | Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
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57% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
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55% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
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54% | Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. |
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
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100% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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100% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
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92% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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90% | Electronic Mail - How often do you use electronic mail in this job? | |
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87% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
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84% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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83% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
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77% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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66% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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65% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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64% | Telephone - How often do you have telephone conversations in this job? | |
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63% | Sounds, Noise Levels Are Distracting or Uncomfortable - How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? | |
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61% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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60% | Spend Time Kneeling, Crouching, Stooping, or Crawling - How much does this job require kneeling, crouching, stooping or crawling? | |
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60% | Spend Time Standing - How much does this job require standing? | |
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60% | Letters and Memos - How often does the job require written letters and memos? | |
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57% | Spend Time Bending or Twisting the Body - How much does this job require bending or twisting your body? | |
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57% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
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55% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
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54% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
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52% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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52% | Exposed to Disease or Infections - How often does this job require exposure to disease/infections? | |
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52% | Spend Time Making Repetitive Motions - How much does this job require making repetitive motions? | |
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51% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
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86% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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84% | Assisting and Caring for Others - Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. | |
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82% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
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81% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
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80% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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78% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
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76% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
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76% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
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73% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
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69% | 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. | |
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69% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
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69% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
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67% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
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66% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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65% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
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64% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
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64% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
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62% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
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61% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
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60% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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56% | 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. | |
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56% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
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55% | Performing Administrative Activities - Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. | |
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55% | Performing General Physical Activities - Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling materials. | |
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55% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
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52% | Handling and Moving Objects - Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities.
Special education teachers typically do the following:
Special education teachers work with students from preschool to high school. They instruct students who have mental, emotional, physical, or learning disabilities. For example, some help students develop study skills, such as highlighting text and using flashcards. Others work with students who have physical disabilities and may use a wheelchair or other adaptive devices. Still others work with students who have sensory disabilities, such as visual or hearing impairments. They also may work with those who have autism spectrum disorders or emotional disorders, such as anxiety and depression.
Special education teachers work with general education teachers, specialists, administrators, and parents to develop IEPs. Students’ IEPs outline their goals, including academic or behavioral milestones, and services they are to receive, such as speech therapy. Educators and parents also meet to discuss updates and changes to IEPs.
Special education teachers must be comfortable using and learning new technology. Most use computers to keep records of their students’ performance, prepare lesson plans, and update IEPs. Some teachers also use assistive technology aids, such as Braille writers and computer software, that help them communicate with their students.
Special education teachers’ duties vary by their work setting, students’ disabilities, and specialties.
Some special education teachers work in classrooms or resource centers that include only students with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student’s needs. They teach students individually or in small groups.
In inclusive classrooms, special education teachers instruct students with disabilities who are in general education classrooms. They work with general education teachers to adapt lessons so that students with disabilities can more easily understand them.
Some special education teachers work with students who have moderate to severe disabilities. These teachers help students, who may be eligible for services until age 21, develop basic life skills. Some teach the skills necessary for students with moderate disabilities to live independently, find a job, and manage money and their time. For more information about other workers who help individuals with disabilities develop skills necessary to live independently, see the profiles on occupational therapists and occupational therapy assistants and aides.
Special education teachers held about 498,400 jobs in 2022. Employment in the detailed occupations that make up special education teachers was distributed as follows:
| Special education teachers, kindergarten and elementary school | 194,700 |
| Special education teachers, secondary school | 153,200 |
| Special education teachers, middle school | 82,800 |
| Special education teachers, all other | 43,900 |
| Special education teachers, preschool | 23,800 |
The largest employers of special education teachers were as follows:
| Elementary and secondary schools; local | 85% |
| Elementary and secondary schools; private | 8 |
A small number of special education teachers work with students in residential facilities, hospitals, and the students’ homes. They may travel to these locations. Some teachers work with infants and toddlers at the child’s home. They teach the child’s parents ways to help the child develop skills.
Helping students with disabilities may be rewarding. It also can be stressful, emotionally demanding, and physically draining.
Special education teachers typically work during school hours. In addition to providing instruction during this time, they grade papers, update students’ records, and prepare lessons. They may meet with parents, students, and other teachers or specialists before and after classes.
Many work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work in summer programs.
Teachers in districts with a year-round schedule typically work 9 weeks in a row and then are on break for 3 weeks.
Special education teachers in public schools are required to have at least a bachelor’s degree and a state-issued certification or license. Private schools typically require teachers to have a bachelor’s degree, but the teachers are not required to be licensed or certified.
All states require special education teachers in public schools to have at least a bachelor's degree. Some require teachers to earn a degree specifically in special education. Others allow them to major in education or a content area, such as mathematics or science, and pursue a minor in special education.
In a program leading to a bachelor’s degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand. Programs typically include a student-teaching program, in which prospective teachers work with a mentor and get experience instructing students in a classroom setting. To become fully certified, states may require special education teachers to complete a master’s degree in special education after obtaining a job.
Private schools typically require teachers to have at least a bachelor’s degree in special education.
All states require teachers in public schools to be licensed in the specific grade level that they teach. A license frequently is referred to as a certification. Those who teach in private schools typically do not need to be licensed.
Requirements for certification or licensure can vary by state but generally involve the following:
For information about teacher preparation programs and certification requirements, visit Teach.org or contact your state’s board of education.
All states offer an alternative route to certification or licensure for people who already have a bachelor’s degree. These alternative programs cover teaching methods and child development. Candidates are awarded full certification after they complete the program. Other alternative programs require prospective teachers to take classes in education before they can start to teach. Teachers may be awarded a master’s degree after completing either type of program.
Experienced teachers may advance to become mentors who help less experienced teachers improve their instructional skills. They also may become lead teachers.
Teachers may become school counselors, instructional coordinators, and elementary, middle, and high school principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful.
Overall employment of special education teachers is projected to show little or no change from 2022 to 2032.
Despite limited employment growth, about 33,500 openings for special education teachers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Demand for special education teachers will be driven by school enrollments and the need for special education services.
These teachers and services will continue to be needed as children with disabilities are identified earlier and are enrolled into special education programs.
Federal law requires that every state maintain the same level of financial support for special education every year. However, employment growth of special education teachers may depend on funding availability.
For more information about special education teachers, visit
Council for Exceptional Children
National Association of Special Education Teachers
For more information about teaching and becoming a teacher, visit
This table shows a list of occupations with job duties that are similar to those of special education teachers.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Career and Technical Education Teachers |
Career and technical education teachers instruct students in various technical and vocational subjects, such as auto repair, healthcare, and culinary arts. |
Bachelor's degree | $61,450 |
|
Childcare Workers |
Childcare workers attend to children's needs while helping to foster early development. |
High school diploma or equivalent | $28,520 |
|
Elementary, Middle, and High School Principals |
Elementary, middle, and high school principals oversee all school operations, including daily school activities. |
Master's degree | $101,320 |
|
High School Teachers |
High school teachers teach academic lessons and various skills that students will need to attend college and to enter the job market. |
Bachelor's degree | $62,360 |
|
Instructional Coordinators |
Instructional coordinators oversee school curriculums and teaching standards. They develop instructional material, implement it, and assess its effectiveness. |
Master's degree | $66,490 |
|
Kindergarten and Elementary School Teachers |
Kindergarten and elementary school teachers instruct young students in basic subjects in order to prepare them for future schooling. |
Bachelor's degree | $61,620 |
|
Middle School Teachers |
Middle school teachers educate students, typically in sixth through eighth grades. |
Bachelor's degree | $61,810 |
|
Occupational Therapists |
Occupational therapists evaluate and treat people who have injuries, illnesses, or disabilities to help them with vocational, daily living, and other skills that promote independence. |
Master's degree | $93,180 |
|
Preschool Teachers |
Preschool teachers educate and care for children younger than age 5 who have not yet entered kindergarten. |
Associate's degree | $35,330 |
|
Recreational Therapists |
Recreational therapists plan, direct, and coordinate recreation-based medical treatment programs for people with disabilities, injuries, or illnesses. |
Bachelor's degree | $51,330 |
|
Social Workers |
Social workers help people prevent and cope with problems in their everyday lives. |
See How to Become One | $55,350 |
|
Teacher Assistants |
Teacher assistants work with a licensed teacher to give students additional attention and instruction. |
Some college, no degree | $30,920 |