Occupation · SOC 25-2056
Special Education Teachers, Elementary School
Teach academic, social, and life skills to elementary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Median wage
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Projected growth
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—
Annual openings
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per year
Employed (US)
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Job Zone 4
Typical preparation
Considerable preparation
Stackable credential programs
604 mapped
Core skills
InstructingActive ListeningSpeakingSocial PerceptivenessLearning StrategiesReading ComprehensionCritical ThinkingWriting
Knowledge areas
Education and TrainingEnglish LanguageCustomer and Personal ServiceComputers and ElectronicsMathematics
Technology & tools
American Sign Language BrowserChildren's educational softwareDrawing softwareEasyCBMEmail softwareIndividualized Educational Program IEP softwareMicrosoft ExcelMicrosoft Office softwareMicrosoft OutlookMicrosoft PowerPointMicrosoft WordNuance Dragon NaturallySpeakingRethink EdScientific Learning Fast ForWordScreen magnification softwareScreen reader softwareSynapse outSPOKENThe vOICe Learning EditionVoice activated softwareWeb browser softwareWord processing softwaregoQ WordQ
Representative tasks
Instruct students with disabilities in academic subjects, using a variety of techniques, such as phoDevelop or implement strategies to meet the needs of students with a variety of disabilities.Teach socially acceptable behavior, employing techniques such as behavior modification or positive r
Competency framework
Skill expectations by proficiency level.
emerging
Individualized Education Program (IEP) goals — review and apply under supervisor guidance when planning daily instructional activities in an elementary special education classroom.Academic instruction for students with disabilities — deliver using structured phonetics and repetition techniques under direct mentor supervision in a self-contained or inclusion classroom setting.Classroom behavior rules and procedures — establish and apply using positive reinforcement strategies with support from a cooperating teacher or instructional coach.General elementary curriculum materials — identify necessary modifications for students with learning disabilities under the direction of a lead special education teacher.Student records and compliance documentation — maintain accurately according to district policies and IDEA regulations with guidance from administrative supervisors.Classroom learning environment — prepare with varied manipulatives, visual aids, and sensory materials under direction to support diverse learners in an elementary setting.Assistive technology devices — introduce and support student use of basic tools such as text-to-speech software under supervision in a resource or inclusion room.Socially acceptable behavior — model and reinforce using guided behavior modification scripts provided by a supervising special educator or school psychologist.Active listening and observation — apply during student interactions to recognize early signs of academic or behavioral difficulty in an elementary special education setting.Parent and team communication — participate in structured IEP meetings and send written updates under the guidance of a lead teacher or case manager.
developing
Multi-sensory instructional strategies — design and implement routinely across reading, writing, and math lessons to address the varying needs of students with disabilities in an elementary classroom.Individualized behavior intervention plans — develop and execute using positive reinforcement and behavior modification techniques for students with social-emotional challenges with reduced oversight.Elementary curriculum adaptations — modify grade-level content independently for students with a range of disabilities, aligning modifications to IEP goals and state standards.Student progress data — collect, record, and analyze using spreadsheet and database software to inform instructional adjustments and IEP updates on a regular reporting cycle.Assistive and supportive technology — integrate voice recognition, adapted keyboards, and communication devices into daily instruction to improve student access and independence.Collaborative co-teaching arrangements — coordinate instructional responsibilities with general education teachers to deliver differentiated lessons in an inclusive elementary environment.Classroom learning centers — design and refresh with targeted resources and manipulatives that support exploratory play and skill reinforcement for students at varied ability levels.Family engagement communications — compose clear, legally compliant written reports and conduct conferences to keep guardians informed of student progress and IEP goal attainment.Crisis prevention and de-escalation — apply self-control strategies and school-wide positive behavior support protocols to maintain a safe and orderly elementary classroom.Professional development opportunities — engage in continuing education on learning strategies and special education law to refine practice within a district-supported growth framework.
proficient
Comprehensive IEP development — lead the full cycle of assessment, goal-writing, implementation, and annual review for a diverse caseload of elementary students with disabilities, operating independently within legal and ethical standards.Differentiated instructional programming — design and deliver multi-modal, evidence-based lessons across academic subjects that respond to individual cognitive, sensory, and behavioral profiles without supervisory direction.Complex behavior support plans — independently develop, implement, and evaluate individualized behavior intervention strategies, including functional behavior assessments, for students with significant social-emotional disabilities.Curriculum modification and Universal Design for Learning — adapt district-wide elementary curricula and assessments using UDL principles to ensure equitable access for all learners across multiple disability categories.Assistive technology evaluation and integration — assess student technology needs, recommend appropriate devices, and train paraprofessionals and families in their use within an inclusive school environment.Multi-disciplinary team collaboration — facilitate productive communication among school psychologists, speech-language pathologists, occupational therapists, and general educators to coordinate holistic support plans.Compliance and records management — oversee accurate, complete, and legally defensible documentation systems for all students on caseload, ensuring alignment with IDEA, FERPA, and district policy.Data-driven instructional decision making — analyze formative and summative assessment data using office suite and spreadsheet software to identify trends, adjust interventions, and report outcomes to stakeholders.Family and community advocacy — serve as a knowledgeable liaison for families navigating special education systems, providing guidance on rights, resources, and transition planning for elementary-age students.Non-routine problem solving — resolve complex, high-stakes challenges such as eligibility disputes, placement decisions, or escalating behavioral crises by applying critical thinking and professional judgment autonomously.
advanced
Special education program vision — set strategic direction for elementary special education services at the school or district level, aligning program design with legal mandates, research, and community equity goals.Mentor and instructional coaching — guide early-career special educators in developing IEP writing, differentiated instruction, and behavior support skills through structured observation, feedback, and professional learning communities.District-wide curriculum policy — lead cross-functional teams in designing and adopting inclusive curriculum frameworks and modification guidelines that scale across all elementary special education classrooms in the district.Organizational compliance systems — establish and audit district documentation and records management protocols to ensure systemic adherence to IDEA, state regulations, and due-process requirements.Professional learning design — develop and facilitate ongoing training programs in assistive technology, culturally responsive special education, and evidence-based interventions for instructional staff across multiple school sites.Stakeholder and policy influence — represent special education perspectives in school board proceedings, community forums, and legislative advocacy efforts to shape policies affecting students with disabilities.Data governance and program evaluation — lead the design of district-wide data collection and reporting systems to evaluate program effectiveness, identify service gaps, and drive evidence-informed resource allocation.Interagency partnership development — build and sustain formal partnerships with health, social service, and community agencies to expand wraparound supports for elementary students with complex needs.Crisis and safety leadership — establish school-wide or district-wide crisis prevention and response frameworks, training multidisciplinary teams in proactive safety and de-escalation protocols.Equity and inclusion transformation — champion systemic reforms that reduce disproportionate identification, placement, and disciplinary outcomes for students of color and other marginalized groups within special education at the organizational level.
Also known as
62 alternate job titles map to this occupation.
Academic InterventionistAPE Teacher (Adapted Physical Education Teacher)Behavior InterventionistBehavior SpecialistBlind TeacherBraille TeacherCross-Categorical SPED Teacher (Cross-Categorical Special Education Teacher)Deaf and Hard of Hearing Teacher (DHH Teacher)Developmentally Delayed Special Education Teacher (DD Special Education Teacher)Early Childhood Special EducatorEarly InterventionistElementary Classroom InstructorElementary Classroom TeacherElementary School SPED Teacher (Elementary School Special Education Teacher)Elementary SPED Teacher (Elementary Special Education Teacher)Elementary TeacherEmotional Disabilities TeacherEmotional Support TeacherExceptional Needs TeacherHearing Impaired Itinerant Teacher (HI Itinerant Teacher)Hearing Impaired TeacherHome Therapy TeacherInclusion Special Education TeacherInclusion TeacherIntegrated Program TeacherInterventionistLBD Teacher (Learning and Behavioral Disabilities Teacher)Learning Disabilities TeacherLearning Disabled TeacherLearning SpecialistLearning Support TeacherLip Reading TeacherLong Term Sub SPED Teacher (Long Term Substitute Special Education Teacher)Long Term Substitute Elementary Teacher (Long Term Sub Elementary Teacher)Math Interventionist (Mathematics Interventionist)Mildly Disabled Student Special Education Teacher (Mildly Disabled Student SPED Teacher)Multi-Handicapped Students Special Education Teacher (Multi-Handicapped Student SPED Teacher)Physically Impaired TeacherPrimary Special EducatorPrimary SPED Teacher (Primary Special Education Teacher)