special education teacher 2 requirements

How to become a special education teacher

Is becoming a special education teacher right for me.

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How to become a Special Education Teacher

Becoming a special education teacher involves specific education, certification, and experience requirements. Here are the general steps to become a special education teacher:

• Earn a Bachelor's Degree: Obtain a Bachelor's Degree in Special Education Teaching or a related field. Some states may accept a bachelor's degree in another subject along with additional coursework in special education.
• Complete a Teacher Preparation Program: Enroll in a state-approved teacher preparation program that focuses on special education. This program will include both coursework and a supervised student teaching experience in a special education setting.
• Gain Special Education Endorsement: Some states require special education teachers to earn an endorsement or additional certification specifically in special education. This may involve passing additional exams or completing specific coursework beyond the general teacher preparation program.
• Obtain State Certification or Licensure: After completing the teacher preparation program and any additional requirements, apply for state certification or licensure through the education department in the state where you plan to teach. Check the specific requirements for special education certification in that state.
• Complete Student Teaching in Special Education: During your teacher preparation program, participate in student teaching experiences in special education settings. This hands-on experience is essential for developing practical teaching skills.
• Pass Required Exams: Many states require teachers to pass standardized exams, such as the Praxis series, to demonstrate their knowledge of general education principles and, in the case of special education teachers, their understanding of special education concepts.
• Consider a Master's Degree (Optional): While a master's degree is not always required, some special education teachers choose to pursue advanced degrees for career advancement or to specialize in a specific area of special education.
• Participate in Professional Development: Engage in ongoing professional development opportunities to stay current with best practices in special education. Many states require teachers to accumulate continuing education credits to maintain their certification.
• Apply for Special Education Teaching Positions: Once you have obtained your certification, start applying for special education teaching positions. Look for job openings in school districts that align with your career goals and preferences.
• Prepare for Interviews: Be prepared for interviews where you may be asked about your experience working with students with disabilities, your understanding of special education laws, and your approach to individualized instruction.
• Build a Professional Network: Connect with other special education teachers, attend conferences, and join professional organizations to build a network of support and stay informed about developments in the field.

Certification In the United States, special education teachers are required to hold a state-issued teaching certification, which is granted after completing a specific set of requirements. Certification requirements can vary widely by state. It's important for individuals who are interested in pursuing a career in special education to research the requirements in their state to ensure that they meet all of the necessary qualifications.

Certification requirements typically include the following:

• Education Requirements: Most states require special education teachers to hold at least a Bachelor's Degree in Special Education or a related field. Some states may also require a master's degree.
• Teacher Preparation Program: Most states require that special education teachers complete a teacher preparation program that includes a combination of coursework and fieldwork. These programs typically cover topics such as assessment, curriculum development, instructional strategies, and classroom management.
• State Exams: Most states require that special education teachers pass state exams, such as the Praxis series, which assess their knowledge of teaching methods and content areas.
• Student Teaching: Most states require that special education teachers complete a student teaching or practicum experience, where they work under the supervision of an experienced teacher to gain hands-on experience in the classroom.
• Background Check: Most states require that special education teachers undergo a background check, which includes fingerprinting and a criminal history check.

In addition to these requirements, some states may also require special education teachers to complete ongoing professional development to maintain their certification. This may include attending conferences, workshops, or other training opportunities.

Online Resources There are a variety of online resources available for special education teachers that can be helpful for lesson planning, professional development, and staying up-to-date on the latest research and trends in the field. Some of the most popular online resources for special education teachers include:

• Council for Exceptional Children: The Council for Exceptional Children is a professional organization for special education teachers and provides a variety of resources, including webinars, articles, and discussion forums.
• National Center for Learning Disabilities: The National Center for Learning Disabilities provides resources for teachers, parents, and students with learning disabilities. Their website includes articles, webinars, and tools for creating individualized education plans.
• LD Online: LD Online is a website that provides resources for teachers and parents of students with learning disabilities. Their website includes articles, webinars, and a community forum.
• The Autism Society: The Autism Society provides resources for teachers and parents of students with autism spectrum disorder (ASD). Their website includes articles, webinars, and a community forum.
• Teaching Tolerance: Teaching Tolerance is a project of the Southern Poverty Law Center and provides resources for teachers on diversity, equity, and inclusion. Their website includes lesson plans, articles, and professional development opportunities.
• Special Education Guide: Special Education Guide provides resources and information for special education teachers, including articles on classroom management, lesson planning, and teaching strategies.

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Special Education Teacher Career Guide

• Author: Audrey Stoffle
• Expert Reviewer: Jacquelyn King
• Editorial Process

A special education (sometimes called SPED or shortened to special ed) teacher works with children of different ages who have a range of learning, cognitive, emotional, or physical challenges. This guide provides information on what special education teachers do, how to become one, and special education teacher salary and job outlook.

Table of Contents

• How to Become
• Schools and Certification by State
• Job Description
• Salary & Job Outlook

Additional Resources

Frequently asked questions, related pages, how to become a special education teacher.

Special education requirements in all states call for licensure to teach at a public school. Depending on the school, some employers require a master’s degree for special needs teachers, though others only require a bachelor’s degree . Teachers who are already certified and want to add a special education endorsement to their license, or people who already have an undergraduate degree in something else, may pursue a master’s degree in special education. While private schools usually require a bachelor’s degree to teach, they do not always require certification. To qualify for licensure to teach in public schools, the degree must typically include a teacher preparation program approved by the state in which it is located. The most common pathway toward a career in teaching special education is:

• Earn a state-approved bachelor’s degree or master’s degree in special education.
• Complete a student teaching internship in a special education classroom.
• Take your state’s required tests for special education teachers.
• Apply for your teaching license.
• Begin applying to open special education positions.

Traditional and online bachelor’s degree programs in special education require coursework in methods, foundations of education, assessment, assistive technology, special education law, and planning and curriculum focused on special needs. Most states require student teaching placement in a classroom for teacher licensure in this area. Certification in special education also requires tests in general content and special education, though exam requirements vary depending on the certifying state.

Some states offer alternative licensure programs for prospective teachers, though in many cases special education is not an approved career track through alternative certification due to the intensive preparation required to work with children with differing needs. To find out how to get your master’s in special education online, see our online master’s in special education guide .

Education Schools and Certification by State

Each state has its own process for becoming a teacher. Below, you will find schools in your state that offer teacher preparation programs, as well as information on traditional and alternative certification pathways specific to your state.

Special Education Teacher Job Description

The role of a special education teacher includes assisting general education teachers in identifying and assessing children who may have disabilities or special needs. They then adjust lessons to fit the needs of each child as part of Individualized Education Programs (IEPs). Since they are responsible for instructing students with a broad range of disabilities, developing IEPs is important for these teachers. One child may require flashcards for sharpening math skills or focused attention on reading, while another may require a teacher to help with basic life skills, such as how to answer questions or follow instructions.

They may teach at the elementary, middle, or secondary school level at public or private schools, and their students range in ability. Some have their own classrooms where they teach one or more groups of students while others work in general classrooms, with special needs children learning alongside other students (“mainstreaming”). In some cases, the special education teacher may co-teach the class, or they may teach in support or breakout roles.

Common Tasks

Similar to teachers of other subjects, special education teachers plan lessons, instruct children, and assign activities to children. They also grade assignments and tests, track students’ progress, and meet with parents to discuss students’ abilities and challenges they may be facing.

Helpful Skills and Experience

Special education teachers need to be patient, calm, organized, inspiring, and accepting. The job requires interactions with children who differ in abilities and come from all types of backgrounds. Students who receive special education services have various needs that require special attention and understanding. Organizational skills, excellent communication and presentation skills, and sound decision-making skills are important for any prospective teacher. Teachers with prior experience in teaching, especially of children with disabilities, will stand out from others.

Special Education Teacher Salary and Job Outlook

There are 498,040 special education teachers in the US, and the special education teaching profession is expected to see no job growth through 2032. 1 . Most public elementary, middle, and high schools, along with some preschools, hire special education teachers. The general national trend is that special needs children enrollment is increasing and qualified special education teachers with the right qualifications are in short supply. 1 According to the Bureau of Labor Statistics (BLS), the median annual salary for a special education teacher was $62,950. Following is an employment, salary, and outlook breakdown of special education teachers:

• The National Association of Special Education Teachers (NASET) : NASET provides support for special education teachers, job listings, important news, and resources.
• The Council for Exceptional Children : An advocacy association for special education, this website provides information about professional development, policies and standards in the field, and other helpful resources for special education teachers.
• Special Education Blogs : Our list of special education blogs addressing issues in and methods of teaching learners with special needs.

Question : Do special education teachers get paid more than general teachers?

Answer : Nationally the average pay for special education teachers tends to be around the same as elementary, middle, and secondary school teachers focused on teaching the standard curriculum. 1,2,3,4 However, salary differences can vary greatly in different regions.

Question: Why do gifted students need special education?

Answer: Special education can be defined as education that is different from the norm, which can also extend to above-average learners such as gifted and talented students. These students are sometimes classified with disabled students under the larger umbrella of exceptional learners. Exceptional learners may require or benefit from exceptional education, or education that is approached differently than that which takes place in the regular classroom. While most degree programs prepare traditional special education teachers differently than teachers of gifted students, there can be some overlap in coursework among these programs due to this correlation. See our Gifted and Talented Teacher Career Guide if you are interested in this type of career.

Question : Do special education teachers get summers off?

Answer : Like general education teachers, special education teachers typically work a 10-month school year, with two months off during the summer. Teachers’ schedules will vary according to their school’s schedules, but some also use those months to prepare lessons for the coming school year or to teach summer courses if they would like supplemental income.

Question : Can special education teachers teach regular classes?

Answer : That depends on the state and the school. Many states do not allow special education teachers to teach general education students, but others do. Also, private schools tend to have different standards. It is best to check with your state board of education.

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References: 1. Bureau of Labor Statistics, Occupational Outlook Handbook, Special Education Teachers: https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm 2. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2051 Special Education Teachers, Preschool: https://www.bls.gov/oes/current/oes252051.htm 3. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2052 Special Education Teachers, Kindergarten and Elementary School: https://www.bls.gov/Oes/current/oes252052.htm 4. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2053 Special Education Teachers, Middle School: https://www.bls.gov/oes/current/oes252057.htm 5. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2054 Special Education Teachers, Secondary School: https://www.bls.gov/oes/current/oes252058.htm 6. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2059 Special Education Teachers, All Other: https://www.bls.gov/oes/current/oes252059.htm

How To Become a Special Education Teacher in Five Steps

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Becoming a special education teacher is a fulfilling career path that offers many opportunities to make a difference in the lives of children with diverse learning needs. However, while the rewards of this profession are abundant, there is a pressing concern around the growing need for special education teachers.

According to Priscilla Boerger, the program director of Regis College's master's in teaching special education , “There's a teacher shortage in general, but we really need to make sure that special education classrooms have the extra support that they need.” Even the National Coalition on Personnel Shortages in Special Education and Related Services found that over 90 percent of districts across the United States are currently experiencing a critical shortage of qualified special education teachers. As a result, schools are “looking for creative ways to get people certified for special education,” Boerger continues.

If you want to be part of the solution to special education accessibility in the U.S., here’s an overview of how you can become a special education teacher and how to start working toward this incredibly rewarding career.

Want to learn more about Teaching Special Education? Download Our Free Checklist!

Five Steps to Becoming a Special Education Teacher

Becoming a special education teacher requires training and experience to ensure that you are well-prepared and qualified to work with students with diverse learning needs. Here are five essential steps to becoming a special education teacher.

1. Earn a Bachelor's Degree

If you aspire to become a teacher, earning a bachelor's degree is an essential step that will significantly contribute to your success in the field. Not only does it provide you with a deep understanding of what you will be teaching, but it also equips you with skills necessary for effective instruction.

Pursuing a bachelor's degree can also open doors to various professional opportunities through your network. Therefore, since this degree can act as a stepping stone to career advancement and specialization, it’s a crucial first step in becoming a special education teacher.

2. Obtain a Teaching Certificate

Earning a teaching certificate is crucial to becoming a special education teacher for a number of reasons. As a formal recognition of your qualifications and expertise as an educator, it demonstrates critical requirements you have fulfilled, including:

• Legal requirements: Holding a teaching certificate is a legal requirement for individuals who wish to work as teachers in public schools.
• Professional competence: Earning a teaching certificate validates your knowledge and competence in the field of special education.
• Specialization and focus: Completing a certification with a specialization option demonstrates your expertise in specific areas, such as special education.

By obtaining a teaching certificate, you solidify your foundation as a qualified and dedicated special education teacher, ready to make a positive impact on the lives of students with various learning challenges.

3. Gain Teaching Experience

To become an effective special education teacher, it's important to gain practical experience in a classroom setting. This provides invaluable hands-on opportunities to apply theoretical knowledge, develop practical skills, and understand the unique dynamics of working with students with unique learning challenges.

There are several ways to gain classroom experience as a prospective special education teacher, including:

• Shadowing a professional: Pursuing shadowing opportunities during your bachelor’s degree allows you to work directly with students under the guidance of a mentor teacher and gain exposure to the daily responsibilities of a special education teacher
• Volunteering: Finding volunteer work or internships at local schools, community centers, or educational organizations is another excellent avenue to gaining relevant experience.
• Earning a master's degree: Gaining extensive classroom experience through required master’s degree student-teaching placements is often the best option because it offers substantial time working closely with students, families, and educators

4. Earn a Master's Degree

Earning a master's degree is becoming very significant in the field, especially considering the changing requirements for teachers in states like Massachusetts. Now that many states are mandating or strongly encouraging a master's degree as part of the licensure process, earning a master's degree in special education ensures you meet these evolving standards and gain employment as fast as possible.

In addition, pursuing a master's degree in this field provides specialized knowledge and advanced training that goes beyond the foundational skills acquired at the bachelor's level. For example, a master's degree in special education allows you to explore the intricacies of working with students with unique learning challenges such as:

• Articulation disorders
• Orthopedic impairments

These programs focus on getting prospective special education teachers more comfortable with the learning strategies, assistive technologies, and research-based interventions that are required to support these challenges.

5. Pass Special Education Licensure Exam

Each state has specific licensure or certification requirements for special education teachers. It is crucial to research and understand the requirements in the state where you plan to teach. Generally, these requirements include:

• Passing a licensure exam
• Submitting an application
• Completing a background check

In Massachusetts, one of the essential steps to becoming a special education teacher is taking the Massachusetts Tests for Educator Licensure (MTEL) exam . Successfully passing the MTEL exam demonstrates your proficiency in the specific competencies required to work in special education settings. It ensures that you have the expertise needed to support students with unique learning challenges effectively and efficiently.

While the MTEL exam is a common obstacle for some prospective educators according to Boerger, it is an essential part of the process to become a special education teacher in Massachusetts. As a result, it’s important to find a school that helps you prepare for this important examination.

Start Working Toward Your Career in Special Education

The field of special education is in need of a revitalization in terms of the selection and preparation of educators. “I think there needs to be some sort of refresh of who we're putting in the classroom and how we're getting them there,” says Boerger.

Regis College understands that high test scores are not the only component of becoming an effective educator. “I think it's time to let go and really look at what we need for the future of education,” Boerger concludes. “In many cases, I don't think that it's always going to be about passing a test.”

As a result, Regis College’s master’s in teaching special education offers a comprehensive program that combines theoretical knowledge with practical experiences, equipping prospective teachers with the skills and expertise needed to excel both on the licensure exam and in the classroom.

Related Blogs

If you’re interested in providing support for children with learning challenges, here’s an overview of what a special education teacher does.

Earning a Master's in Education: A Complete Timeline

If you want to earn a master's degree in education, it's essential to understand whether or not this education will fit into your current schedule.

Considering a Master’s degree in Special Education? Here are five things you should look for when choosing the right master’s program for your needs.

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How to Become a Special Education Teacher

Special education teachers play a vital role in the educational system. They customize lesson plans for each student based on the child’s needs. A degree in special education can also lead to positions in school administration, behavioral analysis, or academia. Special education teachers earn above average salaries, with the Bureau of Labor Statistics (BLS) reporting that special education teachers earn an average salary of nearly $60,000 a year. The BLS projects that jobs for special education teachers will increase 8% between 2016 and 2026.

The BLS projects that jobs for special education teachers will increase 8% between 2016 and 2026

This article explains how to become a special education teacher, including how to transition from an education degree to the workforce, career paths for graduates who earn a master’s in special education online, and the licensure process. While earning an online special education degree, students should begin their career planning and job search preparation as early as possible. By researching the professional requirements and career options with a degree in special education, educators can learn how to advance their careers.

Why Pursue a Career in Special Education?

Special education teachers educate students from preschool to high school, working in public and private institutions. They help children with learning disabilities or special needs master reading, writing, and other subjects, while tailoring lesson plans to each student’s abilities. Special education teachers must remain creative, adaptive, and patient to effectively support each student’s learning.

Working in special education offers rewarding opportunities to help students and shape young people’s lives

In addition to classroom teaching, pursuing a career in special education can lead to administrative job opportunities. For example, special education directors create programs that support a school district’s special education program. Educators with a background in special education can also work as principals or teach at the college level, depending on their degree.

Working in special education offers rewarding opportunities to help students and shape young people’s lives. The profession allows individuals to gain additional knowledge through continuing education classes, which keep special education teachers current in their field. Earning a bachelor’s, master’s, or doctoral degree in special education prepares graduates for an exciting career with growth opportunities.

How Much Do Special Education Teachers Make?

Several factors affect the potential salary of a special education graduate. A special education teacher salary varies depending on the teacher’s experience, degree level, location, and job setting. As special education teachers gain experience, their salaries increase, as shown in the following chart. Similarly, an educator’s degree influences their salary, with teachers who hold a master’s degree typically earning more than those with a bachelor’s degree. Salaries also vary by location and job setting, with public K-12 schools paying higher salaries than private schools. Finally, teacher salaries vary depending on whether or not the educator must hold a teaching license.

Earn Your Degree

In every state, special education teachers at the K-12 level need a bachelor’s degree. While earning a special education degree, students learn how to present information to students with different types of disabilities. Special education majors also study different disabilities and how they affect learning and cognition. Most programs incorporate a student teaching experience, during which majors work with a special education teacher in the classroom to gain hands-on teaching experience. The degree prepares graduates to earn teaching licenses and pursue jobs as special education teachers.

When choosing a special education program, prospective students must check each program’s accreditation status. In many states, only accredited educator preparation programs meet the state licensing requirements. Accredited programs also follow the profession’s highest standards, ensuring that students build the necessary skills to become successful special education teachers.

Earn Your License

Public schools sometimes require special education teachers to hold a state teaching license or certification. Every state requires at least a bachelor’s degree to earn a teaching license. Some states require that special education teachers earn a degree in their specialization. Some states require applicants to earn a master’s degree to become fully certified as a special education teacher, which educators may complete while teaching.

Most states require that candidates pass an examination on teaching methods, and some require a specialized test in the candidate’s subject area.

Teaching license requirements vary by state. Typical requirements include a bachelor’s degree from a teacher preparation program. Some states only accept accredited programs or set a minimum GPA. Many states mandate supervised teacher training, such as through a student teaching experience. Most states require that candidates pass an examination on teaching methods, and some require a specialized test in the candidate’s subject area. The licensure process often includes a background check and may include a drug test.

For special education teaching licenses, most states offer a general license, while others require that educators earn endorsements for their specialization area, such as autism, behavior disorders, or other specific learning disabilities. Because the requirements vary by state, prospective special education teachers should research the teaching license requirements by state .

How Long Does it Take to Become a Special Education Teacher?

Special education teachers must complete a bachelor’s degree and earn a state teaching license at minimum to work in their field. Most bachelor’s programs require four years of full-time study, and accredited educator preparation programs meet the requirements for a license. Candidates may also need to complete tests and earn continuing education credits to renew the license. Special education teachers may then earn a master’s degree, which takes 1-2 years, or a doctoral degree, which takes 3-5 additional years. Career paths in school administration or academia may require a doctoral degree.

What Can I Do With a Special Education Degree?

Career options available for special education teachers depend on the type of degree and the individual’s professional interests. Earning a special education degree prepares graduates to work in several education careers. The typical career path involves completing a bachelor’s or master’s degree in special education, earning a teaching license, and working as a special education teacher at the K-12 level. With a master’s degree, educators can also move into administrative positions, working as a special education director or a curriculum director.

Special education professionals may also pursue a doctoral degree to qualify for certain career paths, such as working as a special education professor at a college or university. A special education degree provides strong training in behavioral and psychological issues, preparing graduates to work as behavioral analysts. The degree may also offer leadership training for educators interested in school administration.

Bachelor’s Degree in Special Education

With a bachelor’s degree in special education from an accredited educator preparation program, graduates meet the qualifications to earn a teaching license in most states. Special education majors work with students from preschool to high school as special education teachers, creating customized learning plans for their students. However, some states require educators to hold a master’s degree to become a special education teacher. With a bachelor’s degree, educators gain valuable teaching experience and training, and graduates can also work as school counselors or intervention specialists. Students considering a degree in special education can research the top online bachelor’s programs in special education .

CAREERS WITH A BACHELOR’S DEGREE

Special education teacher; preschool, kindergarten, or elementary school.

Special Education Teacher, Middle School

Special Education Teacher, Secondary School

School Counselor

Intervention Specialist

Master’s Degree in Special Education

A master’s degree in special education allows special education teachers to earn higher salaries in most districts. During a master’s program, graduate students in special education learn about behavioral assessment, classroom management, special education laws and regulations, and interventions. The program may also include a practicum or student teaching experience. After graduation, a master’s degree can also lead to careers in school administration. For example, professionals can work as a curriculum director or special education director. Educators considering a master’s degree can research the top online master’s in special education programs to learn more.

CAREERS WITH A MASTER’S DEGREE

Curriculum specialist.

Curriculum Director

Special Education Director

Education Administrator, Elementary or Secondary School

Behavior Analyst

Doctoral Degree in Special Education

At the doctoral level, special education students conduct in-depth field research and write an original dissertation that contributes to scholarly knowledge about special education. Doctoral students study prominent theories and research in special education, and they may specialize in a particular learning disability. With a doctoral degree, graduates qualify for the highest level positions in education. Many academic positions require a doctoral degree, helping graduates advance into roles such as school superintendent. Prospective doctoral students can research the top online doctoral programs in special education to learn more.

CAREERS WITH A DOCTORAL DEGREE

Professor, postsecondary.

Department Chair

School Superintendent

What Does it Take to Become a Special Education Teacher?

Special education teachers spend most of their time interacting with students who have learning disabilities or special needs. To effectively teach these students, educators need strong communication and interpersonal skills. Teaching also requires patience and resourcefulness, as educators work to communicate ideas to students. The position also requires critical thinking and the ability to work well with other teachers, parents, counselors, and administrators. While earning an online special education degree, students develop many of these skills.

Critical Thinking Skills

Communication skills, interpersonal skills, resourcefulness, where can i work as a special education teacher.

Special education teachers work in multiple locations and school settings. They work with children from preschool through high school, teaching both in public and private schools. Special education teachers also work in rural and urban areas, educating children across the country. With so many options available, students considering a bachelor’s, master’s, or doctoral degree in special education can benefit from researching the various locations and settings where special education teachers work.

Every school system in the country employs special education teachers. Location plays a significant role in a special education teacher’s career. Each state sets its own teacher licensure process, for example, which often involves meeting different educational requirements, passing examinations, and completing continuing education credits to maintain a current license. Salary potential also varies depending on location, with some states offering higher salaries. Location affects the diversity of the student population, the cost of living, and the quality of life for special education teachers. The following map shows special education teacher data by state.

Job setting affects a special education teacher’s career. For example, the special education teacher salary at private schools tends to be lower than salaries at public schools. Similarly, job growth varies by setting, with a similar projected job growth rate for elementary, middle school, and high school special education teachers. However, special education teachers at the preschool level may see higher demand for jobs. Job setting also influences employment requirements. Private schools may not require a teaching license, while some settings may require a master’s degree. The following tables provide additional data on employment outlook and salary by setting.

How Do You Find a Job as a Special Education Teacher?

After earning a special education degree, graduates must navigate the job market. Networking and completing teaching licensure requirements while completing the degree can help graduates on the job market. Teachers can strengthen their resumes by highlighting their specializations, listing advanced coursework in special education, and pursuing a special education certification, such as board certification. On cover letters and in interviews, candidates can highlight their classroom experience, connect their teaching philosophy to their portfolio, and explain why they are a strong fit for the position.

Special education teachers can also look for openings on job boards, such as SPED Jobs and TeachingJobs.com , which list openings from districts around the country. Individuals can stay current through resources such as lesson plans, a dictionary of special education terms, and education technology.

Professional Resources for Special Education Majors

• National Association of Special Education Teachers This site offers resources for special education teachers, including articles on placement tests, classroom management, behavior modification, parent handouts, and suggested classroom activities. NASET also publishes a monthly e-journal and scholarly journal with field research. Special education students can access the organization’s career center, which includes job postings, continuing education courses, and career advice.
• National Education Association Dating back to 1847, NEA advocates for teachers across the country. Today, the association represents more than three million educators, who also belong to state and local affiliate organizations. NEA offers member benefits, such as instructional resources, teaching strategies, career guidance, and teacher grants.
• National Board for Professional Teaching Standards Special education teachers can earn national board certification through the National Board. The organization offers certification for exceptional need specialists who work with children from birth through age 21. After passing a four-part exam, including a content knowledge test, teachers can earn board certification.
• National Center for Learning Disabilities NCLD provides tools and resources for special education professionals, including information on assistive technology, the Individualized Education Program, and 504 Plans. The center publishes research and reports on issues in special education. NCLD also offers scholarships and awards to students, educators, and schools.
• Learning Disabilities Online The educators page at LD Online offers teaching materials, strategies, and information for special education teachers. The page offers advice on assessment, language and reading skills, learning strategies, and teaching writing and math. Teachers also benefit from the list of state-specific resources, recommended books, and organizations.
• U.S. Department of Education State Contacts Part of the federal agency devoted to education, the state contacts page provides contact information for state departments of education, higher education agencies, and boards in charge of teacher licensure in each state. The site also lists each state’s special education agency.
• TEACH Grant Special education teachers qualify for the federal TEACH grant program, which provides financial support for teachers in high-need fields. Applicants must attend a qualifying program and meet academic benchmarks to receive funding. Recipients also sign an agreement to serve, meaning they must teach for four years in the eight years after graduation, or they must pay back the grant as a loan.
• Council for the Accreditation of Educator Preparation Special education teachers should always choose an accredited program. Unaccredited programs may not meet the qualifications for a teaching license or board certification. CAEP accredits educator preparation programs, and its website offers a list of programs that currently hold accreditation.

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Highly Qualified Teachers

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A-1. What is the definition of a highly qualified teacher?

The requirement that teachers be highly qualified applies to all public elementary or secondary school teachers employed by a local educational agency who teach a core academic subject (see question A-2, below).  “Highly qualified” means that the teacher:

• 1.  Has obtained full State certification as a teacher or passed the State teacher licensing examination and holds a license to teach in the State, and does not have certification or licensure requirements waived on an emergency, temporary, or provisional basis
• 2.   Holds a minimum of a bachelor’s degree; and 3.   Has demonstrated subject-matter competency in each of the academic subjects in which the teacher teaches, in a manner determined by the State and in compliance with Section 9101(23) of ESEA. The statutory definition includes additional elements that apply somewhat differently to teachers new and not new to the profession, and to elementary, middle, and secondary school teachers.  The complete definition of a “highly qualified” teacher is in Section 9101(23) of the ESEA (Appendix A) and in Section 602(10) of the IDEA (Appendix D).

A-2. What is meant by “core academic subjects”?

The term “core academic subjects” means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography [Section 9101(11)].  While the statute includes the arts in the core academic subjects, it does not specify which of the arts are core academic subjects; therefore, States must make this determination.

A-3. How does the State determine if an elementary, middle, or secondary school teacher who is not new to the profession is highly qualified?

The SEA is responsible for developing and approving methods for ensuring that teachers have, in addition to a bachelor’s degree and full State certification, subject-matter competency and teaching skills.  Teachers can demonstrate their competency and skills by (a) passing a rigorous State academic subject-matter test, (b) in the case of middle or secondary school teachers, completing an academic major, graduate degree, coursework equivalent to an academic major, or advanced certification or credentialing, or (c) using the high, objective, uniform State standard of evaluation (HOUSSE) (see questions A-9 through A-12) [Section 9101(23)].  [See questions A-4 and A-5 for a discussion of the State academic subject-matter test.]

A-4. How does the State determine if elementary school teachers who are new to the profession have the subject-matter knowledge and teaching skills that are needed of highly qualified teachers?

To meet the requirements of the law, teachers at the elementary level who are new to the profession must (1) hold at least a bachelor’s degree, (2) be licensed by the State, and (3) demonstrate, by passing a rigorous State test, subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary curriculum [Section 9101(23)(B)(i)].  While the Department is always willing to respond to inquiries from States, it is the responsibility of the SEA to identify and approve specific tests.  We recommend that each SEA use the guidelines below to evaluate any subject-matter tests it may consider using for this purpose.

The test may consist of a State-required certification or licensing test (or tests) in reading, writing, math, and other areas of the basic elementary school curriculum.  The content of the test should be rigorous and objective and serve as a high, uniform standard that each candidate is expected to meet or exceed. 

The purpose of the test is to establish the candidate’s knowledge of content and teaching skills in reading, writing, math, and other areas of the basic elementary curriculum.  Keeping an explanation on file of how the tests meet the criteria required by the law would be one way for the State to demonstrate it is in compliance with the Section 9101(23) requirements.

A-5. How does the State determine if middle and high school teachers who are new to the profession have a high level of competence in each of the subjects they will teach?

To meet the requirements of the law, teachers at the middle and high school levels who are new to the profession must (1) hold at least a bachelor’s degree, (2) be licensed by the State, and (3) demonstrate their competence, in each of the core academic subjects the teacher teaches, by:

• completing an academic major, a graduate degree, coursework equivalent to an academic major, or advanced certification or credentialing; or
• passing a rigorous State academic subject test [Section 9101(23)(B)(ii)].

While it is the responsibility of the SEA to identify and approve such tests, the Department recommends that each SEA use the guidelines below to evaluate any subject-matter tests it may consider using for this purpose.

The academic subject test may consist of a State-required certification or licensing test (or tests) in each of the academic subjects in which a teacher teaches .  The content of the test should be rigorous and objective, focus on a specific academic content area, and have a high, objective, uniform standard that the candidate is expected to meet or exceed.  These standards must be applied to each candidate in the same way.

The purpose of the test is to establish the candidate’s knowledge in a given subject-matter.  In addition, the test might be used to target the areas where additional coursework or staff development may be needed to help the teacher succeed at meeting the standard.

Keeping an explanation on file as to how the tests meet the criteria required by the law, would be one way for a State to demonstrate it is compliance with the Section 9101 requirements. 

A-6. How are the terms “new to the profession” and “not new to the profession” defined?

States have the authority to define which teachers are new and not new to the profession; however, these definitions must be reasonable.  The Department strongly believes that a teacher with less than one year of teaching experience is “new” to the profession and, therefore, must demonstrate subject-matter competency as a new teacher.

A-7. What is meant by “full State certification”?

Full State certification, as determined under State law and policy, means that the teacher has fully met those State requirements that apply to the years of experience the teacher possesses.  For example, these requirements may vary for first-year teachers and for teachers not new to the profession.  In addition, “full State certification” means that the teacher must not have had certification or licensure requirements waived on an emergency, temporary, or provisional basis.

States are free to redefine, in accordance with State law, their certification requirements (for example, they may streamline their requirements if they determine that they are too onerous) or create non-traditional approaches to certification. For example, a State may determine that an individual is fully certified if he or she has passed a rigorous assessment, such as those currently being developed by the American Board for Certification of Teacher Excellence, of his or her subject-matter mastery and professional teaching knowledge.  Such non-traditional approaches to full State certification are different from alternate route to certification programs (see A-8 below) because, in the former, the candidate is fully certified before he or she starts teaching.

A-8. When can a teacher in an alternate route to certification/licensure program be considered “highly qualified”?

A teacher in an alternate route to certification program may be considered highly qualified if the teacher holds at least a bachelor’s degree, has already demonstrated subject-matter competency in the core academic subject(s) the teacher will be teaching, and is participating in an alternate route to certification program in which the teacher:  (1) receives, before and while teaching, high-quality professional development that is sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction; (2) participates in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers or in a teacher mentoring program; (3) assumes functions as a teacher for a period not to exceed three years; and (4) demonstrates satisfactory progress toward full certification as prescribed by the State.

The State must ensure, through its certification and licensure process, that these provisions are met [Section 200.56(a)(2) of the Title I regulations, December 2, 2002].  If the teacher does not complete the alternative certification program within the three-year period, the teacher is no longer considered to be highly qualified.

High Objective Uniform State Standard of Evaluation (HOUSSE)

A-9. What is meant by High Objective Uniform State Standard of Evaluation (HOUSSE) procedures?

 States have the option of developing a method by which teachers not new to the profession can demonstrate competency in each subject they teach on the basis of a “high objective uniform State standard of evaluation” (HOUSSE).  This standard must be one that, among other requirements, “provides objective coherent information about the teacher’s attainment of core content knowledge in the academic subjects in which a teacher teaches” [Section 9101(23)(C)(ii)(III)].

The States can establish a process to evaluate teacher knowledge and ability based on a high, objective uniform State standard of evaluation that meets each of the following criteria [Section 9101(23)(C)(ii)]:

• Be set by the State for both grade-appropriate academic subject-matter knowledge and teaching skills;
• Be aligned with challenging State academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators; 
• Provide objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches; 
• Be applied uniformly to all teachers in the same academic subject and teaching in the same grade level throughout the State; 
• Take into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject; and 
• Be made available to the public upon request. 

The statute also permits the States, when developing their HOUSSE procedures, to involve multiple, objective measures of teacher competency.  Each evaluation should have a high, objective, uniform standard that the candidate is expected to meet or exceed.  These standards for evaluation must be applied to each candidate in the same way.

Where States choose to adopt this alternative means for assessing whether teachers not new to the profession are highly qualified, keeping on file an explanation for how the demonstration of competency meets the criteria required by the law, would be one way for a State to demonstrate that it has established procedures that conform to the Section 9101(23) requirements. 

A-10. What factors should a State consider when developing its HOUSSE procedures?

In considering each of the statutory criteria when developing their HOUSSE procedures, States should consider the following factors:

• Do the HOUSSE procedures provide an “objective” way of determining whether teachers have adequate subject-matter knowledge in each core academic subject they teach?
• Is there a strong and compelling rationale for each part of the HOUSSE procedures?  
• Do the procedures take into account, but not primarily rely on, previous teaching experience? 
• Does the plan provide solid evidence that teachers have mastered the subject-matter content of each of the core academic subjects they are teaching?  (Note:  experience and association with content-focused groups or organizations do not necessarily translate into an objective measure of content knowledge.)
• Has the State consulted with core content specialists, teachers, principals, and school administrators? 
• Does the State plan to widely distribute its HOUSSE procedures, and are they presented in a format understandable to all teachers?

A-11.   May States develop HOUSSE procedures that allow teachers to demonstrate competence in several subjects simultaneously?

Yes, so long as the HOUSSE procedures developed by the States include sufficient information in each of the subject areas to provide a reasonable determination that a teacher has adequate subject-matter competency in those subjects.  In practice, a multi-subject HOUSSE approach may work best when applied to related fields.  For instance, a State might want to consider developing a HOUSSE procedure that applies to the teaching of geography and history.  In this case, it is possible that many of the teacher’s courses, previous teaching experiences, and professional development activities may provide objective evidence of competency in each of these subjects.

A-12.  May States offer HOUSSE procedures as a way for experienced teachers to demonstrate subject-matter competency in the subjects they teach after the 2005-06 school year?

Yes.  Even after the end of the 2005-06 school year, States may continue to offer HOUSSE as a way of determining that individual teachers who are not new to the profession have the subject-matter competence they need to be highly qualified in each subject they teach.  For example, a State’s HOUSSE can still be used after 2006 to demonstrate that the following teachers, among others, have the subject-matter knowledge they need to be highly qualified:  teachers of multiple subjects in rural LEAs eligible for expanded flexibility; teachers rehired by LEAs after periods of work in other professions or retirement; teachers recruited from other Nations; teachers who are highly qualified in one subject area who are asked to teach an additional subject for which they have not yet demonstrated subject-area competency; or teachers who are hired after moving from other States.

Middle School Teachers

A-13. What are the requirements governing highly qualified middle school teachers? 

New to the Profession:  A middle school teacher who is new to the profession must have (1) passed “a rigorous State subject test in each of the academic subjects in which the teacher teaches” [Section 9101(23)(B)(ii)(I)], or (2) have successfully completed, in each of the academic subjects the teacher teaches “an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing” [Section 9101(23)(B)(ii)(II)].  [See question A-5.]  Not new to the Profession:  Middle school teachers who are not new to the profession may meet the subject-matter competency requirement by completing one of the two options listed above for new middle school teachers [Section 9101(23)(C)(i)] or through the HOUSSE procedure established by the SEA.  [See question A-3.] 

A-14. How does a State determine whether teachers of core academic subjects in grades 6, 7, and 8 must meet the subject-area competency requirements for elementary school or for middle school teachers?

The intent of the law is to ensure that each teacher of a core academic subject has sufficient subject-matter knowledge and skills to instruct effectively in his or her assigned subjects, regardless of whether the school is configured as an elementary or a middle school.  For instance, 8th-grade algebra teachers must have the same requisite skills and knowledge whether they teach in elementary schools or middle schools.

To determine whether a teacher of a core academic subject in grades 6 through 8 must meet the subject-matter competency requirements for elementary school teachers or those for middle school teachers, States should examine the degree of rigor and technicality of the subject-matter that the teacher will need to know in relation to the State’s content standards and academic achievement standards for the subjects that will be taught.

A-15. May a teacher with middle school certification be considered highly qualified?

Yes.  In a State that issues a certification specifically for middle school teachers, middle school teachers holding such a certification would be considered highly qualified if they hold a bachelor’s degree and either pass a rigorous a State-approved test of their knowledge of each of the core academic subjects they will teach, or complete an academic major or coursework equivalent to an academic major, attain an advanced degree or certification in each subject they teach, or demonstrate competency in each subject they teach through their State’s HOUSSE procedures.

A-16. May middle school teachers take tests that are specifically developed for middle school academic content areas, or do they have to pass the same tests as high school teachers?

A State may approve rigorous content-area assessments that are developed specifically for middle school teachers and aligned with middle school content and academic standards.

A-17. May a middle school teacher who has passed a State “generalist” exam in math, science, English, and social studies be considered to have demonstrated subject competency - on the basis of passing the test - to teach middle school courses and, therefore, be a highly qualified teacher?

If the content of a general or broad-field exam does not rigorously measure each of the subjects being taught, at the level of difficulty necessary for effective instruction in the subject being taught, the exam cannot be considered valid for demonstrating subject-matter competency.  The law states that a middle school (and high school) teacher must demonstrate a high level of competence “in each of the academic subjects in which the teacher teaches” [Section 9101(23)(B)(ii) and (C)(ii)].  If a teacher does not meet this requirement on the basis of successful completion of an academic major or equivalent, or through the attainment of an advanced degree or credential, the teacher either must, for each subject that he or she would teach, pass a rigorous State academic subject test or demonstrate competence through HOUSSE procedures.  (See A-19 for more information about taking a single exam for subject-area competency.)

Demonstrating Subject-Area Competency

A-18. Are teachers who are highly qualified to teach one or more middle or secondary school science courses also qualified to teach other science courses? 

No Child Left Behind does not identify specific sciences, e.g., biology, chemistry or physics, as core academic subjects; it identifies only “science.”  In determining the extent of subject-matter competency sufficient to identify teachers as highly qualified to teach a particular science course, States may consider the rigor of their current teacher certification standards and student achievement standards.  To the extent that a State requires subject-specific certification or endorsements in a particular field of science, the State must require teachers to demonstrate competency in that subject in order that the teachers be considered highly qualified.

However, some States certify general science teachers or certify them in “broad-field” categories, such as life sciences and physical sciences.  Instead of having teachers demonstrate subject-matter competency in each particular science subject they teach, these States may instead:  (1) require new science teachers to demonstrate content knowledge through a content test or academic major or equivalent that corresponds to their broad certification requirements; and (2) offer experienced teachers the opportunity also to demonstrate competency through HOUSSE procedures that evaluate a teacher’s content knowledge against the State’s broad-field certification requirements. 

A-19.   Can a teacher demonstrate subject-area competency in multiple subjects, e.g., civics and government, or chemistry and physics, through a single test?

Yes, a State may offer a single test that covers more than one core content area.  To be able to determine whether a teacher who passes such a test has demonstrated subject-matter competency in each subject covered by the test, the State would have to determine (as it would for a single-subject test) that the test questions adequately cover the content area of each subject and that the teacher has successfully answered an adequate subset of those questions.

A-20. Are middle school or secondary teachers who have received a composite social studies degree considered highly qualified to teach all four of the social studies disciplines listed in the statute (economics, civics and government, history, and geography)? 

No Child Left Behind does not identify social studies as a core academic subject.  Instead, it identifies specific core academic areas: history, geography, economics, and civics and government.   A composite social studies license might not provide adequate subject-matter preparation for each of these four subjects.  For instance, a teacher might take 42 hours of “social studies” coursework in the course of receiving a composite social studies degree but never take any economics.  That teacher could not be considered highly qualified in economics, but might be highly qualified in one or more of the other three subject areas if the coursework in each area was considered equivalent to a major.

Because a composite social studies degree, by itself, is unlikely to contain enough course content to satisfy HQT requirements in all four core academic areas, the State must determine in which of the four areas, if any, a teacher is qualified.  After 2005-06, teachers who have composite social studies degrees may only be assigned to teach classes in the specific areas in which they have been deemed highly qualified.

A-21.  Must accommodations be provided to teachers with disabilities when they are required to take a test in order to meet the highly qualified teacher requirements?

Both the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) generally require that appropriate testing accommodations be provided to qualified individuals with disabilities in such instances.  Under the ADA and Section 504, SEAs and LEAs generally are required to provide appropriate testing accommodations where participation in testing is a condition of employment.  Under the ADA and Section 504, when a State or LEA contracts or arranges with another entity, such as a testing company, to wholly administer the examinations, the State or LEA remains responsible for ensuring that appropriate accommodations are provided to qualified individuals with disabilities participating in testing as a condition of employment. 

Which Teachers Must Be Highly Qualified?

A-22. Do teachers need to meet the highly qualified requirements if they are not teaching a core academic subject?

No, only teachers who teach core academic courses are required to meet the definition of a highly qualified teacher.  (See A-2 for the definition of core academic subjects.)

A-23. How may a school district that brings in visiting international teachers comply with the requirement that all teachers be highly qualified?

NCLB requires each teacher of a core academic subject to be highly qualified, as defined and discussed earlier in this section of the Guidance.  These requirements are essential to ensuring that all teachers of core academic subjects, whether they are recruited and hired from within the United States or from other countries, have the content knowledge and teaching skills needed to enable all students to succeed.  The following sections explain how, consistent with the statutory requirements governing highly qualified teachers, school districts may continue to hire and employ visiting international teachers.

Bachelor’s Degree

A foreign teacher will have met this requirement if he or she has received a degree from a foreign college or university that is at least equivalent to a bachelor’s degree offered by an American institution of higher education (IHE).  Agencies responsible for recruiting international teachers should ensure that they provide the LEAs who will hire these teachers documentation that each international teacher has received the necessary degree from a foreign (or domestic) IHE.

Full State Certification or Licensure

Section 9101(23) states that teachers who have had certification or licensure requirements waived on an emergency, temporary, or provisional basis would not be considered to be highly qualified.  However, in examining the credentials of prospective visiting international teachers, States may find that their existing certification or licensure requirements (including those that govern testing) are ones that these prospective teachers could readily meet.  Because each State continues to have full authority to define and enforce its own requirements that teachers must meet in order to receive full State certification or licensure, States that employ visiting international teachers may consider establishing a separate category of temporary certification that would differ from emergency or provisional certification in that the State would not be waiving any training or experiential requirements. 

In designing this certification category, a State may want to establish interim requirements for international teachers that are tailored to (1) addressing the needs of LEAs within the State, and (2) its responsibility to ensure that visiting teachers have the knowledge and skills to warrant State certification.

This approach would be particularly useful for States and districts that employ, for no more than two years, international teachers who come to this country on a “J-1” visa.

Competency in Subject Knowledge and Teaching Skills

The definition of a “highly qualified” teacher is very specific about the methods available for having a teacher demonstrate subject knowledge and teaching skills.  Experienced international teachers (i.e., teachers who are not new to the field) can demonstrate the required subject competency and teaching skills either by passing subject-matter competency tests or by demonstrating competence on a “high, objective, uniform, State standard of evaluation.”  These options are discussed below.

Subject-Matter Competency Tests:

• For middle and high school teachers, Section 9101(23)(B)(ii)(I) and (II) permits a State’s new or existing middle and high school teachers to demonstrate the required subject-matter competency and teaching skills by …“successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing.”  Therefore, international teachers who have successfully completed at least an academic major in the subjects that they would teach in U.S. schools have demonstrated the requisite competency in subject competency and teaching skills. 
• Prospective international teachers who did not major in the subject that they would be hired to teach in U.S. schools would need to take and pass the State test in the subject(s) they would teach.  However, States have flexibility to determine that, for purposes of the international teachers, the subject tests they have passed in their own countries constitute a requisite “State test” for purposes of ESEA Section 9101(23).
• For elementary school teachers, Section 9101(23)(B)(i)(II) permits a State’s new or experienced elementary school teachers to demonstrate the required subject competency and teaching skills by “passing a rigorous State test … in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, writing, mathematics, and other areas of the basic elementary school curriculum).”  Elementary school teachers may not demonstrate subject-matter competency solely through a subject-area major; otherwise, the options available through HOUSSE (see below) for having middle and high school teachers demonstrate subject competency and teaching skills also apply to elementary school teachers.

High Objective Uniform State Standard of Evaluation:

• ESEA Section 9101(23)(C)(ii) permits any experienced teacher, without regard to whether the teacher has taught in U.S. schools or schools in other countries, to demonstrate subject competency and teaching skills through a State-established HOUSSE procedure.  States may be able to find reasonable ways to apply their HOUSSE procedures to international teachers.
• Whatever method a State and LEA may adopt to demonstrate that international teachers have the requisite subject competency and teaching skills before they are employed in U.S. schools, any institutions responsible for recruiting these teachers should be able to provide documentation that international teachers meet the ESEA requirements that govern highly qualified teachers.

A-24. Are early childhood or pre-kindergarten teachers subject to the highly qualified teacher requirements?

The requirements that teachers be highly qualified do not apply to early childhood or pre-kindergarten teachers unless a State includes early childhood or pre-kindergarten as part of its elementary and secondary school system. 

A-25. How do the teacher quality requirements apply to individuals working in extended learning time programs?

If services offered outside of regular school hours in a Title I extended learning time program provide instruction in core academic subjects designed to help students meet State or local academic standards, the persons providing such core academic instruction must meet the highly qualified teacher requirements.  In extended learning time programs (which can include summer school), the school’s regular teaching staff extend or continue the school’s instructional day using the same or similar curricula, and therefore they must be highly qualified.  However, if the instructor is not an employee of the LEA, the teacher quality requirements do not apply.

An extended learning time program that offers core academic instruction because an LEA has determined that particular students need additional time to learn to State standards can be distinguished from an after-school program offering academic enrichment, tutoring and homework assistance, including supplemental educational services under Section 1116 of NCLB.  In the latter case, the highly qualified teacher (and paraprofessional) requirements do not apply.  It is up to the State and the LEA to distinguish between instruction that is provided in extended time and instruction provided in enrichment programs.

A-26. Do teachers who primarily teach English language learners need to meet the highly qualified requirements?

Yes, if the teachers of English language learners provide instruction in core academic subjects.  In addition, teachers of English language learners who teach in instructional programs funded under ESEA Title III must be fluent in English and any other language in which they provide instruction, including having written and oral communication skills.

A-27. Are charter school teachers required to be highly qualified under NCLB?

Yes.  Charter school teachers must hold at least a bachelor’s degree and must demonstrate competence in the core academic areas in which they teach.  Charter school teachers must meet the certification requirements established in the State’s public charter school law, which may differ from the requirements for full State certification.

A-28. Do short- and long-term substitute teachers need to meet the highly qualified requirements?

Substitutes take the place of teachers and, therefore, play a critical role in the classroom and the school.  It is vital that they be able to perform their duties well.  It is strongly recommended that substitutes, especially long-term substitute teachers, as defined by the State, meet the requirements for a highly qualified teacher as defined in Section 9101(23) of the ESEA and Section 602(10) of the IDEA.  In establishing a definition for a long-term substitute, SEAs and LEAs should bear in mind that the law requires that parents of children in Title I schools must be notified if their child has been assigned to, or has been taught for four or more consecutive weeks by, a teacher who is not highly qualified [Section 1111(h)(6)].

A-29. Are middle and high school teachers in small rural schools required to be highly qualified in every core academic subject they teach? Yes, all teachers who teach core academic subjects will have to be highly qualified in each subject they teach. The Department recognizes, however, that small, rural districts face special challenges in ensuring that all of their teachers are highly qualified in each subject by the end of the 2005–06 school year.  To that end, the Department has offered additional flexibility to these districts.

Under this flexibility, States may permit covered LEAs (see following paragraph) that currently employ teachers who teach multiple subjects and are highly qualified in at least one core academic subject, but do not meet all the criteria for a highly qualified teacher in each of the core academic subjects they teach, to have until the end of the 2006-07 school year for these teachers to be highly qualified in each subject that they teach.  Newly hired teachers in these covered LEAs will have three years from the date of hire to become highly qualified in each core academic subject that they teach.  In order to use this flexibility, covered LEAs will need to: (1) ensure that all teachers in core academic subjects are highly qualified in at least one core academic subject they teach; (2) provide high-quality professional development that increases the teachers' content knowledge in the additional subjects they teach; and (3) provide mentoring or a program of intensive supervision that consists of structured guidance and regular, ongoing support so that teachers become highly qualified in the additional core academic subject(s) they teach.

The Department is offering this flexibility to all LEAs that are eligible to participate in the Small Rural School Achievement (SRSA) program.  A district is eligible for this flexibility if the total number of students in average daily attendance at all of the schools in the district is fewer than 600, or each county in which a school in the district is located has a total population density of fewer than 10 persons per square mile; and all of the schools served by the district are designated with a school locale code of 7 or 8, as determined by the Secretary.  If a district meets either of the first two conditions, the Secretary may grant the district a waiver from the school locale code criterion based on a demonstration by the district, and concurrence by the State educational agency, that the district is located in an area defined as rural by a governmental agency of the State.  A list of the districts currently eligible for this extended teacher preparation time is available on the ED website, at: www.ed.gov/programs/reapsrsa/eligible04/index.html .  Almost 4,900 districts, about one-third of all districts nationally, meet these criteria for small, rural districts.  States with LEAs that employ this flexibility must submit an amendment to their consolidated applications notifying the Department of Education.

A-30. Must special education teachers who teach core academic subjects be highly qualified?

Yes.  NCLB requires all teachers of core academic subjects, including special education teachers, to be highly qualified.  The November 2004 reauthorization of IDEA reinforces this requirement.  Subject to the special rules discussed in questions A-31 and A-32 below, IDEA now requires that all special education teachers who teach core academic subjects be highly qualified.  The reauthorized IDEA adds the requirement that in order to be highly qualified, special education teachers must hold a special education certificate or be licensed as special education teachers in addition to holding a bachelor’s degree and demonstrating subject-matter competency.  The complete definition of a “highly qualified” special education teacher is in Section 602(10) of the IDEA, which can be found in Appendix D of this document.

A-31. If a special education teacher teaches core academic subjects exclusively to students who are being assessed against alternate academic achievement standards, at what subject-matter level must the special education teacher be highly qualified?

The 2004 IDEA amendments provide that if a special education teacher teaches core academic subjects exclusively to students who are being assessed against alternate achievement standards, the teacher must meet the highly qualified requirements for elementary school teachers and, for instruction above the elementary level have subject-matter knowledge appropriate to the level of instruction being provided.  Please see Section 602(10)(C) of the IDEA for the complete text and the IDEA regulations when they become final to ensure compliance.

A-32.  Must special education teachers who teach multiple core academic subjects exclusively to students with disabilities be highly qualified in all subjects they teach? 

Yes.  Special education teachers in this category, whether new to the profession or not, must be highly qualified.  Special education teachers who are not new to the profession must demonstrate competence in all core subjects they teach, just as all teachers not new to the profession must do.  States may, however, develop a multi-subject HOUSSE that allows teachers to demonstrate subject-matter competency in each of the core academic subjects they teach.

The 2004 IDEA amendments provide that special education teachers new to the profession who teach multiple core academic subjects and are highly qualified in mathematics, language arts, or science at the time they are hired, have two additional years after the date of hire to become highly qualified in all other academic subjects they teach, including through use of a HOUSSE.  Please see Section 602(10)(D) of the IDEA for the complete text and the IDEA regulations when they become final to ensure compliance.

A-33. What activities may special education teachers carry out if they are not highly qualified in the core academic content area being taught?

There are many activities that special education teachers may carry out that would not, by themselves, require those teachers to be highly qualified in a particular subject-matter.  Special educators who do not directly instruct students in any core academic subjects or who provide only consultation to highly qualified teachers of core academic subjects in adapting curricula, using behavioral supports and interventions, or selecting appropriate accommodations do not need to demonstrate subject-matter competency in those subjects.  These special educators could also assist students with study skills or organizational skills and reinforce instruction that the child has already received from a highly qualified teacher in that core academic subject. 

States and districts should consider the needs of special education teachers as they implement Title II, Part A, particularly for activities that relate to professional development and reform of teacher certification or licensing procedures.  By coordinating the appropriate use of resources from other Federal programs, such as the Individuals with Disabilities Education Act (IDEA), States can ensure that Title II, Part A funds are used effectively to help establish a coherent and comprehensive system that supports teacher quality.

A-34. Must veteran subject specialists who teach in elementary schools be highly qualified in all subjects or just the subject they teach?

Many elementary schools employ subject-area specialists—such as reading, science or foreign language teachers—who only teach those specific subjects.  A single-subject teacher in an elementary school who is not new to the profession may demonstrate the subject-matter competency needed to be highly qualified either by passing a rigorous State test in that subject or by satisfying the State’s HOUSSE procedures.

A-35.  Do the highly qualified teacher requirements apply to teachers who work in juvenile institutions, correctional institutions, and other alternative educational settings?

Section 1119 of Title I requires each SEA that receives Title I, Part A funds to develop (and hence implement) a plan to ensure that all teachers teaching in core academic subjects within the State are highly qualified.  This requirement extends to all teachers of core academic subjects who are employed by agencies or entities under the authority of the SEA.  As a result, it applies to teachers employed by LEAs as well as teachers employed by the SEA or other entities under the SEA's authority.  Thus, if juvenile institutions, correctional institutions, and other alternative educational settings are either LEAs under State law or under the authority of the SEA, teachers of core academic subjects employed by those entities must be highly qualified. 

If such entities are neither LEAs as defined under State law nor under the SEA's authority, the section 1119 requirements regarding highly qualified teachers do not apply to teachers they employ.  Nevertheless, it is critical that all students, regardless of school setting, be able to achieve to the State's content and academic achievement standards.  We therefore urge all educational entities not subject to the highly qualified teacher requirements to ensure that students have teachers with the content knowledge and skills needed to help them succeed.

A-36.  May a teacher who is highly qualified in one State also be considered highly qualified in other States?

Each State uses its own standards and procedures to determine whether those who teach within that State are highly qualified.  Just as each State determines when and on what basis to provide full certification or licensure to teachers already certified in other States, each State determines when and on what basis to accept the determination of another State that a particular teacher is highly qualified.  Thus, each State determines whether or not to consider the teacher from another State to be both “fully certified” and having demonstrated adequate subject-matter competency in each subject the teacher will teach.

A-37. Are LEAs required to inform parents about the quality of a school’s teachers?

Yes.  At the beginning of each school year, an LEA that accepts Title I, Part A funding must notify parents of students in Title I schools that they can request information regarding their child’s teacher, including, at a minimum:

• 1. whether the teacher has met the State requirements for licensure and certification for the grade levels and subject-matters in which the teacher provides instruction;
• 2. whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived;
• 3. the college major and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree; and
• 4. whether the child is provided services by paraprofessionals, and if so, their qualifications.

In addition, each Title I school must provide each parent “timely notice that the parent’s child has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who is not highly qualified” [Section 1111(h)(6)].

A-38. If a State or LEA enters into a contract with a private school for the education of children living in the State or area served by the LEA, do the "highly qualified teacher" requirements of NCLB apply to teachers in that private school?

No.  Under the statute, the highly qualified teacher requirements apply only to public school teachers.

A-39. If a highly qualified teacher is not available locally to teach a certain subject, may a district use a highly qualified teacher who is located elsewhere to teach that subject through distance learning?

Yes, highly qualified teachers may teach “virtual” classes through distance learning.  For instance, rural districts might take advantage of broadband Internet connectivity to allow students to take advanced science, mathematics, or foreign language courses from highly qualified teachers throughout or outside of the State.  The highly qualified teacher must be responsible for providing the direct instruction through distance learning and be accountable for monitoring student progress and assigning grades.  Students may be assisted by on-site personnel (e.g., teacher aides, paraprofessionals, or teachers who are not highly qualified in that subject) responsible for supporting instruction provided by the highly qualified teacher.

A-40. Must a college or university faculty member who teaches core academic subjects to secondary school students be highly qualified?

A faculty member must be highly qualified if the LEA directly employs him or her.  If, on the other hand, an LEA (1) pays tuition to an institution of higher education to permit students to take core academic courses at the college or university, or (2) acquires the teaching services of the college or university faculty member at the LEA’s school through a contract or a memorandum of understanding with that individual’s institution of higher education, then the faculty member is not an employee of the LEA and is not subject to the highly qualified teacher requirements. 

A-41.  Can a State consider an applied mathematics or science course that is team taught by a highly qualified mathematics or science teacher and career and technical education teacher to be taught by a highly qualified teacher?

If the highly qualified teacher of mathematics and science is collaborating with the career and technical education teacher in the design of the lessons, teaching the mathematics or science concepts and grading the assignments and assessments, the course can be considered as taught by a highly qualified teacher.  While the career and technical education teacher may be in a better position to set the context for the application of a particular mathematics or science context, either teacher may introduce the concept.  The concept must, however, be thoroughly taught by the mathematics or science teacher.

Paraprofessionals

A-42.   What are the requirements in No Child Left Behind for paraprofessionals or teachers’ aides?

Paraprofessionals—aides who provide instructional support services in a school—can be a valuable resource in any school setting.  No Child Left Behind sets clear guidelines for academic qualifications for individuals assisting in instruction in Title I-funded programs.  The law allows those teachers’ aides to support instruction if they have met certain academic requirements:  they must have at least an associate’s degree or have completed at least two years of college, or meet a rigorous standard of quality and demonstrate, through a formal State or local assessment, knowledge of, and the ability to assist in instruction in reading, writing, and mathematics, reading readiness, writing readiness, or mathematics readiness, as appropriate. 

However, aides in Title I schools do not need to meet these requirements if their role does not involve instructional support.  Thus, paraprofessionals who serve only as hall monitors, interpreters, or parental involvement aides do not have to meet the same academic requirements.  Similarly, if an aide working with special education students does not provide any instructional support (such as one who solely provides personal care services), that person is not considered a paraprofessional under Title I, and the academic requirements do not apply.  More information on the NCLB requirements for paraprofessionals is available at: http://www.ed.gov/policy/elsec/guid/paraguidance.doc . 

NCLB required that paraprofessionals demonstrate competency no later than four years after the law's enactment, or January 8, 2006.  On June 17, 2005, Deputy Secretary of Education Ray Simon announced that this deadline would be extended to the end of the 2005-06 school year, bringing it into conformity with the deadline by which teachers of core subjects must be highly qualified.

The following section contains information on Highly Qualified Teachers in a question and answer format. In addition to "What is a Highly Qualified Teacher" NASET Members can access another section on "Professional Development" or Download the entire 95 page document (Members Login in to Download). Sections within the PDF file inlcude the following:

• HIGHLY QUALIFIED TEACHERS ( see below )
• PROFESSIONAL DEVELOPMENT (Members Login to view )
• FEDERAL AWARDS TO THE STATE EDUCATIONAL AGENCY
• STATE USE OF FUNDS
• STATE AWARDS TO THE LOCAL EDUCATIONAL AGENCY
• LOCAL USE OF FUNDS
• FEDERAL AWARDS TO THE STATE AGENCY FOR HIGHER EDUCATION
• PRIVATE SCHOOL PARTICIPATION
• APPENDIX A - Definitions, Acronyms, and Abbreviations
• APPENDIX B - Title II, Part A Statute
• APPENDIX C - Statute -- ESEA Title I, Part A, Section 1119
• APPENDIX D - Statute -- IDEA Title I, Part A, Section 602

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EDUCATION CAREER GUIDES

Special Education Teacher Career

What is a special education teacher.

A special education teacher (or SPED teacher) instructs students who have special needs. Created for students of all ages with emotional, physical, and learning disabilities, special education programs were signed into law in 1975 after Congress passed the Education for All Handicapped Children Act, now known as the Individuals with Disabilities Education Act. In order to promote and manage the growth of their students (from infants to adults), special education teachers modify the general education curriculum to make sure each student’s individual needs are met. They help students develop the problem-solving, motor, and social skills they’ll need to complete their education and live independently. Beyond academic advancement, special ed teachers may also work with students on personal and life skills.

RESPONSIBILITIES

What Does a Special Education Teacher Do?

Similar to other teachers, special ed teachers create lesson plans, assign activities, and grade assignments and tests. They also keep track of student progress and meet with parents to discuss their child’s abilities and challenges. The individualized instruction and curriculum distinguish special education from standard education. Special education teachers have the following responsibilities: 

• Enriching student learning  and providing a stable, individualized education program catered to unique student needs and limitations.
• Helping students navigate unique mental and physical challenges  from a young age so that they can live a fulfilling, self-sufficient life. 
• Teaching students with physical or mental disabilities  how to learn, progress, and interact with others in wholesome and constructive ways. 

Special education teachers are responsible for instructing a broad range of students (infants to adults) with a broad range of disabilities and work at the elementary, middle, or secondary school level at public or private schools. Some special ed instructors have their own classrooms to teach groups of students with special needs, while others work with individuals or small groups of students with disabilities in a general classroom alongside other students.

Special ed instructors often work with general education teachers in identifying and assessing students who may have disabilities or special needs. The job of a special ed teacher in a general education classroom is to adjust the general lessons to fit the needs of each child. These adaptations are included in a student’s Individualized Education Program (IEP). IEPs are crucial because what may be an effective teaching approach for one student may not work for another. IEPs involve working with parents and other instructors to know what a special education student needs to learn, how to teach them, and the best process forward to meet their educational needs. Accommodations can range from using flashcards to teach math skills to guiding a student in life skills such as how to answer questions or follow instructions.

EDUCATION & BEST DEGREES

How do i become a special education teacher.

The traditional path to a career in teaching special education includes the following steps: 

• Earn a state-approved bachelor’s degree or master’s degree in special education.
• Complete a student teaching internship in a special education classroom. Teachers with prior experience in teaching children with disabilities will stand out from others.
• Take your state’s required tests for special education teachers.
• Apply for your teaching license.
• Start applying for special ed teaching positions.
• Consider earning an additional license in special education if you’re already a teacher. 

Most special education teachers earn a degree in education or special education. Many universities and colleges offer  special education teaching degrees  at the bachelor’s and master’s levels.  WGU  offers a  dual elementary education and special education bachelor's degree program , a  special education—mild to moderate bachelor's degree program , and a  master’s degree program —terrific news if you already hold a bachelor’s degree and are looking to make a career shift or gain additional teaching credentials.

Credential requirements for special ed teachers vary between public and private schools. Most jobs among both types of institutions require a focused special education degree whether at the bachelor’s or  master’s level.  Private schools require a bachelor’s degree but don’t always require certification. To qualify for  licensure to teach  in public schools, the bachelor’s or master’s degree usually needs to include a teacher training program approved by the state in which it is located.

Best Degrees for Special Education Teachers

Special Ed and Elementary Ed (Dual Licensure) – B.A.

An online teaching degree and teacher certification program for aspiring...

An online teaching degree and teacher certification program for aspiring K–12 special education teachers. Leads to dual licensure—elementary education teaching license and special education teaching license.

• Time: 60% of students finish this degree within 38 months.
• Tuition:  $3,825 per 6-month term.
• Courses: 44 total courses in this program (45 for Washington residents).

(Specific grade levels will vary depending on licensure in your state.) If your state offers a single K–12 special education teaching license and you are interested in focusing on teaching students with mild to moderate exceptionalities, consider the  B.A. Special Education (Mild to Moderate)  online teaching degree. 

Skills for your résumé included in this program:

• Elementary Reading Methods
• Elementary Mathematics Methods
• Elementary Social Studies Methods
• Elementary Science Methods
• Language Arts Instruction and Intervention

This special education teaching online degree program requires in-classroom observation and a term of full-time student teaching. 

Teaching, Special Education (K–12) – M.A.

An online master's degree for current or aspiring teachers looking to...

An online master's degree for current or aspiring teachers looking to further their careers with a focus on K–12 special education.

• Time:  64% of students finish similar programs in 22 months.
• Tuition:  $4,125 per 6-month term.
• Courses: 26 total courses in this program.

This program is ideal for students who already have a bachelor's degree in a non-teaching field and are looking to earn their initial teaching license.

• Professional, Ethical and Legal Guidelines in Special Education
• Management Strategies for Academic and Social Behavior
• Assessment and Evaluation
• Methods of Instruction and Intervention
• Curriculum, Instruction, and Assessment

Find a rewarding career teaching students with diverse challenges and special learning abilities with this teaching master's degree.

Special Education (Mild to Moderate) – B.A.

An online teaching degree and teacher certification program for aspiring special education teachers. Leads to your teaching license in states that offer a single teaching license in K–12 special education.

• Time: 61% of students finish this program within 34 months.
• Courses : 39 total courses in this program.

 If your state requires—or if you're interested in—dual licensure in both elementary education and K–12 special education, consider the  B.A. Special Education (K–12) program .

• Lesson Planning
• Behavioral Support Strategies
• Educational Psychology & Development
• Classroom Management

This online degree program includes a preclinical experience with face-to-face observation hours and a Student Teaching component hosted by an experienced teacher and directed by a clinical supervisor.

How Much Does a Special Education Teacher Make?

Like other teaching jobs, the salary for special ed teachers depends mostly on education and experience. The median annual salary for an experienced special education teacher with at least a bachelor’s degree is $62,950 as reported by the U.S. Bureau of Labor Statistics.

What Is the Projected Job Growth?    3%

The BLS projects 3 % growth for special education teachers  over the next 10 years, a rate that is faster than the average growth rate for other occupations. 

What Skills Does a Special Education Teacher Need?

Special education teachers typically work in elementary or high schools. the skill set needed for each is slightly different. let’s take a look at some of the differences in responsibilities and expectations for each role. note that middle and junior high teacher skills and responsibilities tend to span both categories., elementary school special education teacher skills.

• Work with students who have physical disabilities, cognitive impairments, developmental delays, or documented behavioral issues that affect learning in the mainstream classroom.
• Lead the formation or revision of an Individual Education Plan (IEP) each year as a collaborative working document for parents, educators, administrators, and support staff. 
• Advocate for people with disabilities through education legislation and other measures. 
• Understand theories of child and adolescent development. 
• Serve as subject matter expert for classroom teachers and support staff for teaching and learning strategies as well as for relevant medical conditions and information.
• Advocate on behalf of students needs to teachers and administration.
• Provide students without disabilities with strategies for perspective-taking and inclusion in classroom and extracurricular activities.

High school special education teacher skills

• Help students learn self-advocacy as they approach the end of high school.
• Function as a resource for school-to-work transitioning.
• Advocate for and recommend students for extensive cooperative education placements both in and outside of the school.
• Suggest beneficial reductions in support for the student to foster self-reliance, reduce vulnerability, and increase independence.
• Model and role-play self-advocacy skills for students in the classroom and in life-skills situations.
• Understand the medical, physical, behavioral, emotional, and social implications of a particular diagnosis and how this may impact learning and life situations.
• Create a transition plan from year to year, and from high school to post-secondary education or job training. 

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Where are All the Special Educators?

Chad Aldeman

Is there a shortage of special education teachers in America’s public schools? If so, why? And how can policymakers fix it?

The first question sounds like an easy one. Yes, there is a shortage of special education teachers. In 2023–24, more than half of districts and 80 percent of states reported such a shortage.

If you doubt the self-reported data, a simple back-of-the-envelope calculation will lead you to the same conclusion. About 46,000 special education teachers leave public schools every year, while teacher preparation programs are training fewer than 30,000 new ones to replace them. Even if districts can supplement those new trainees with teachers who are re-entering the profession, that still makes for a very tight labor market.

These numbers might lead policymakers to conclude that special education shortages are largely a supply problem, but that is not so. Over time, the number of people working in special education roles has risen rapidly, but the demand for them has risen even faster. In fact, I estimate that demand-side growth can account for about two-thirds of the gap between school districts’ annual hiring needs and the number of new special education teachers being produced. Supply-side solutions are not likely to close this gap on their own.

Before diving deeper into the data and discussing possible solutions, it’s worth noting that this disconnect is not a new phenomenon. In fact, when Bellwether Education Partners looked at which school subjects states reported as staff shortage areas from 1998–2018, it found that most states reported an insufficient number of special education teachers in most of those years. Over this 21-year period, only four states identified special education as a shortage less than half the time. Nine states—Florida, Iowa, Kansas, Kentucky, Louisiana, Maine, Nebraska, Texas, and Wisconsin—reported a special education staffing shortage every year for 20 years straight. In other words, something long-term and persistent is at work.

This teacher shortage negatively affects students. Due in part to the supply-demand disconnect, students with disabilities are more likely to be assigned to novice teachers who are less effective at fostering learning and raising student achievement.

To solve these problems, policymakers will need to grapple with the complex realities of the special-education labor market. That starts by understanding the demand side of the equation.

Rapidly Rising Demand

The percentage of public school students who receive special education services has risen over time, reaching 15 percent in 2022–23. That increase has been propelled by a number of factors, including better and earlier identification of students who need additional support. (See Figure 1 for a breakdown of disability types among students receiving services.) It’s also been driven by federal policies such as reauthorizations of the Individuals with Disabilities Education Act (IDEA), as well as better scientific and cultural understanding of how best to serve students with learning differences.

National data don’t tell us much about the specific services that students with disabilities receive, other than the fact that students are now more likely to be included in general classes in regular schools. Disability advocates have long pushed for more “inclusive” education settings by arguing that they are better for students and that many general education teachers can accommodate students with special needs, perhaps with the assistance of a paraprofessional or instructional aide. Whether this shift to mainstreaming is in fact better for all students with disabilities, it has continued: over the last decade, the percentage of students receiving IDEA services who spend 80 percent or more of their school day in general classes has risen from 61 percent to 67 percent (see “ Has Inclusion Gone Too Far? ,” features , Fall 2018). Theoretically, this shift should have allowed schools to employ fewer dedicated special education teachers and slightly more aides.

But that has not happened. Instead, the number of special education teachers and instructional aides has grown much faster than the number of students identified for special education services. Figure 2 shows the percentage change over time among select student and staffing categories. From 1999–2000 to 2020–21, student enrollments rose 5 percent overall, the number of non-special-education teachers rose 21 percent, and the number of instructional aides (whose role is often to support special education students) rose 37 percent.

Meanwhile, the number of students receiving special education services rose 16 percent and the number of teachers serving in special education roles rose 59 percent.

In other words, schools employ more special education teachers than ever before. That is true whether these educators are counted in absolute numbers, relative to the overall student population, or relative to the number of students identified for special education services. Any “shortage” of special education teachers is at least partly due to ever-growing demand.

How much is growing demand contributing to the shortage? A lot. If public-school special-education teaching positions had merely grown at the same rate as students identified for special education services in those schools, schools would employ 146,000 fewer teachers in those roles. Assuming turnover rates stayed the same, their annual hiring needs would shrink by nearly two-thirds.

It’s also worth noting that the percentage of students receiving special education services varies greatly by state, as do judgments about what constitutes sufficient staffing . For example, Maine, New York, and Pennsylvania identify more than 20 percent of their students for special education services, while schools in Hawaii, Idaho, and Texas identify less than 12 percent of their students. In terms of staffing, for every 100 children served under IDEA, Oklahoma schools employ the equivalent of 18 full-time special education teachers. At the other extreme, Indiana employs just one full-time special education teacher per 100 students served. These differences reflect a collection of state and local choices, and they will inevitably affect a state’s labor market for special educators.

Readers may wonder how the schooling disruptions associated with the Covid-19 pandemic affected the special-education labor market. National data specific to public schools is not yet available, but the Bureau of Labor Statistics’ state-level Occupational Employment and Wage Statistics data show that special-education teaching-staff levels held up relatively well. Including public and private schools, the BLS data show the number of special education teachers dipped slightly in 2020 and 2021 but rebounded in 2022 and was 9 percent higher than 2019 levels by 2023. (One key exception here is teaching-assistant positions, which fell much farther and were still down 10 percent in 2023.)

Broadly speaking, the trends in special education have been an exaggerated version of those for the larger education labor market. Schools emerged from the pandemic with more teachers and other staff, in both raw and per-pupil terms.

That’s not to say there aren’t fewer teachers in some schools or communities, and school and district leaders might prefer to have more applicants to choose from or may feel that the candidates who apply are not as qualified as they would like. For special education candidates specifically, it’s possible there’s a mismatch between the training those teachers received versus the skills schools are looking for. But the pandemic does not appear to have dramatically altered the long-term staffing picture.

Supply Shortfall

The work of special education teachers is hard. These teachers report higher workloads than others, especially early in their careers. As a result, some state-level analyses have found that, compared to general education teachers, special education teachers are more likely both to move to other schools and to leave teaching. At the national level, a 2021–22 National Center for Education Statistics (NCES) survey found that, compared to general-education public-school teachers, special education teachers were about 0.5 percentage points more likely to leave the profession entirely and 1 percentage point more likely to change schools. The survey found similar turnover differences between general and special education teachers in private schools, suggesting there may be inherent challenges in special education roles in both the public and private sectors.

When someone leaves a special education position, that creates an opening. Since there are a lot of special education teachers, there are also a lot of special education openings every year.

Data from the NCES illustrate the scale of the disconnect nationally. In 2020–21, public schools employed 541,000 special education teachers across elementary and secondary schools. Among those teachers, 8.5 percent left teaching and another 9.2 percent changed schools the following year. That means public schools needed to replace roughly 96,000 special education teachers that year.

Omitting from the count those who remained special education teachers but moved from one school to another, that still left a gap of about 46,000 special education jobs that needed filling. Those spots wouldn’t all have to be filled by teachers fresh out of a preparation program. One of the biggest sources of new hires is re-entrants—people who leave teaching for personal or other reasons and then decide to return. Nationally, depending on the year, 20 to 30 percent of new hires in public schools are re-entrants. If those percentages apply to special education hiring as well, that still leaves a large demand for newly licensed special education teachers. And over the last decade, teacher preparation programs have produced only 25,000 to 30,000 new special education teachers per year. This crude comparison points to a very tight labor market for these educators.

The preceding numbers probably undercount the national problem because they don’t account for any growth in special education positions, they ignore the private school sector’s demand for new special educators, and they include general education teachers who decide to retrain and earn a special education license. Worse, this comparison assumes that all newly licensed special education teachers accept a position as a special education teacher. In fact, many people who train to become special education teachers do not end up serving in such roles (more on this later).

The overall supply of teacher-preparation completers is down from where it was a decade ago. However, the supply of new special education teachers did not fall as far, and it has rebounded more strongly than the supply of new teachers in subject areas such as mathematics and English as a second language. (See Figure 3.) In fact, because of those differences, the share of new teachers with a special education endorsement has actually risen somewhat over the last decade.

The supply numbers shown in Figure 3 include all types of teacher preparation programs, which raises questions about the quality of the supply. Over time, a higher and higher share of new teachers are being trained in faster and cheaper alternative-route preparation programs. That’s true for all teachers: the share of newly prepared teachers coming from traditional programs fell from 86 percent in 2013 to 75 percent in 2020. But the numbers fell even faster in special ed, in which they dropped from 83 percent to 69 percent over the same time span.

It seems logical that better-trained teacher candidates would become better teachers. However, the empirical evidence supporting that theory is mixed. For example, a 2013 study by Li Feng and Tim R. Sass found that teachers of special education courses were more effective at teaching reading if they had pre-service training in special education. In contrast, Allison F. Gilmour’s 2020 study found that those gains may have been driven by teachers who had dual certification in both general and special education and concluded that “existing studies of certification and the academic outcomes of [students with disabilities] suggest that the association between these variables is sensitive to student samples, modeling choices, and how certification is defined.”

It’s also not clear what role a pre-service preparation program can or does play in shaping teacher effectiveness without considering the school setting where the teacher begins working. For example, Roddy Theobald and colleagues looked at the interaction between reading programs used by special-education preparation programs and the districts that the candidates eventually worked in. Looking across all new teachers, the researchers did not find any statistically significant differences in effectiveness based on the preparation programs teachers attended. However, they did find that teachers who were trained to use research-based practices in the “science of reading” were particularly effective when they taught in districts that also emphasized that approach. One potential takeaway from this line of research is that policymakers should not view teacher preparation requirements as a sufficient policy lever—on their own—to ensure teachers will be successful at working with students with disabilities.

The Reality on the Ground

Regardless of which moment in time one considers, the special education labor market has been one of the worst, if not the worst, shortage area across the country. The problem intensifies when the supply numbers go down, as they did over the last decade, and when demand goes up, as it did thanks to the one-time federal relief funds after Covid-19. But to focus only on the current moment would misdiagnose this as a temporary problem when it’s much more persistent than that.

So how do schools fill their open special education positions? In some cases they don’t––at least not before the school year starts. Dan Goldhaber and a team of researchers at the University of Washington Center for Education Data & Research and the American Institutes of Research have found that there are proportionally more job openings in special education, that they take longer to get filled, and that the gap between special education and general elementary positions only grows as the school year goes on. That work has also documented that the challenge of recruiting and retaining special education teachers is especially difficult in rural communities and in schools with high concentrations of low-income students.

But per the aforementioned national data, a lot of positions are filled. And without adequate supply to meet their demands, schools often turn to unlicensed or emergency-credentialed teachers. The federal IDEA law requires states to establish minimum qualifications for teachers of children with disabilities, including at least a bachelor’s degree, and does not permit special education teachers to work under temporary, emergency, or provisional permits. Paraprofessionals and teacher assistants as well as other support staff must also be fully licensed in their respective areas.

And yet the federal Office of Special Education and Rehabilitative Services found that only 92 percent of special education teachers and 93 percent of special education paraprofessionals were fully certified as of the fall of 2020. That means schools were employing 35,000 people in special education teaching roles plus 37,000 people in support roles who were not fully certified for those positions.

These numbers point to a troubling pattern. Schools have many special education job openings. Without a sufficient talent pool, they end up hiring a cadre of young, emergency-licensed teachers—federal law notwithstanding. Those teachers are in turn more likely to leave , which leads to more job openings. This self-reinforcing cycle will repeat itself unless policymakers take steps to break it.

Addressing the Supply-Demand Mismatch

The supply-demand mismatch in special education can’t be solved by focusing on the supply side alone. That’s because, even in states with a robust supply of special education teachers, those candidates do not all wind up working in special education roles. In Washington state, for example, Theobald and colleagues analyzed the data and concluded that “thousands of teachers in the state each year were deemed eligible by the state . . . to be special education teachers but were not serving in special education teaching positions.” Similarly, in a year when Minnesota schools reported a shortage of 500 special education teachers, Beth Hawkins analyzed the state’s licensing records and found 1,500 licensed special education teachers who were working in regular roles that did not require those certifications.

In other words, closing the gap will require district officials to acknowledge the added challenges of being a special educator. Currently, only about one in seven districts offer financial incentives to recruit or retain teachers in any hard-to-staff jobs, which means that, in many districts, special education teachers earn nearly identical compensation as other teachers. Even among large urban districts, which are more likely than other districts to offer stipends and other salary differentials, the National Council on Teacher Quality found that less than half (43 percent) offered a financial incentive for special educators. That count may even be generous because it included some stipends and other salary supplements that may be too small to actually shape worker behavior, one-time bonuses, and payments that were limited only to certain subsets of special education teachers such as those with expertise in bilingual instruction.

One state that has tried a more-aggressive financial-stipend policy is Hawaii. Faced with vacancy rates that were much higher in special education than for all other positions, the state offered a $10,000 stipend for those willing to work in special education roles, plus another $8,000 for any teacher who worked in a hard-to-staff school. A beginning special education teacher in Hawaii who decided to work in a hard-to-staff school would have seen their pay rise to $67,100 from $49,100. Even that sizable incentive did not eliminate all vacancies, but it helped districts fill previously hard-to-staff roles and substantially reduced the special education disadvantage, especially in higher-poverty schools.

Local leaders may want to consider other radical solutions to special education shortages. For instance, if special educators feel isolated and unsupported, leaders might look at team-based staffing models such as those championed by Opportunity Culture , the Teacher Advancement Project , or Arizona State University’s Next Education Workforce initiative.

Acknowledging the full spectrum of issues at play in the special education labor market offers a nuanced story, not a simplistic tale of teachers shunning careers as special educators. It also provides a more optimistic lens through which policymakers can see the full picture and develop a blueprint for actually addressing the problem.

Chad Aldeman writes about school finance and the teacher labor market and is the founder of Read Not Guess, an initiative to help parents teach their kids to read.

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Summer 2024.

Vol. 24, No. 3

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SDC Preschool Teacher at Santa Paula Unified School District

Application Deadline

Until Filled

Date Posted

Number of openings, add'l salary info, length of work year, employment type, job summary.

Provides instruction to children ages 3-5 years old that is age and developmentally appropriate. Children served will be based upon criteria established by the California Department of Education and in accordance with the California State Preschool Program Regulations.

Requirements / Qualifications

Accepting applications for the 2023-24 school year. Job Summary: Teaches moderate handicapped preschool children in a special day class the basic learning skills and other subject matter commensurate with the emotional, physical and intellectual ability of the child; works with preschool age students who present emotional and/or behavioral adjustment difficulties. Please note that all applicants must meet the minimum requirements. Early Childhood Special Education Credential with CLAD or another valid English Learner Authorization Bachelor's degree including all courses needed to meet credential requirements. Minimum of three (3) years of full-time elementary classroom teaching experience. Thirty (30) semester hours beyond bachelor's degree or master's degree or equivalent preferred. In accordance with Article 3. Staff Qualifications, section 17717. Teacher Qualifications of the California State Preschool Program Regulations, teachers assigned to preschool classes must meet one of the following additional requirements: 1) 12 units in early childhood education and/or child development or: 2) Two years of experience in early childhood education or a childcare and development program.

Please attach the following documents when submitting your on-line application: Copy of Transcript (Bachelor's Degree or higher) Multiple Subject Credential with CLAD or another English Learner Authorization Letter of Introduction (Cover Letter) Letter(s) of Recommendation (Three Letters (One Supervisor) **Must be signed and written within the last 3-6 months) Other (Subject Matter Competency (Verified through Credential or MSAT/NTE/CSET)) Resume Test Results/Materials (Basic Skills Requirement/CBEST) Comments and Other Information Santa Paula Unified School District accepts up to 10 years of credentialed verifiable teaching experience. Applications accepted online only.

• Certificate Copy (Appropriate Credential)
• Copy of Transcript (Bachelor's degree or higher)
• Letter of Introduction (Cover Letter)
• Letter(s) of Recommendation (Three Letters - One Must be Current Supervisor)

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Santa Paula Unified School District

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