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
Data base user interface and query softwareComputer based training softwareGraphics or photo imaging softwareElectronic mail softwareVoice recognition software
Representative tasks
Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.Develop or implement strategies to meet the needs of students with a variety of disabilities.Modify the general elementary education curriculum for students with disabilities.Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.Establish and enforce rules for behavior and procedures for maintaining order among students.Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.Coordinate placement of students with special needs into mainstream classes.Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.Observe and evaluate students' performance, behavior, social development, and physical health.Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.Monitor teachers or teacher assistants to ensure adherence to special education program requirements.Teach students personal development skills, such as goal setting, independence, or self-advocacy.Establish and communicate clear objectives for all lessons, units, and projects to students.Guide or counsel students with adjustment problems, academic problems, or special academic interests.Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.Prepare, administer, or grade tests or assignments to evaluate students' progress.Organize and display students' work in a manner appropriate for their perceptual skills.Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.Interpret the results of standardized tests to determine students' strengths and areas of need.Organize and supervise games or other recreational activities to promote physical, mental, or social development.Administer standardized ability and achievement tests to elementary students with special needs.Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.
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
72 alternate job titles map to this occupation.
Early InterventionistInclusion TeacherEvaluatorHearing Impaired Itinerant Teacher (HI Itinerant Teacher)Cross-Categorical SPED Teacher (Cross-Categorical Special Education Teacher)Profound Mental Handicaps SPED Teacher (Profound Mental Handicaps Special Education Teacher)Learning Support TeacherInstructor (Air Force 81T0)Severe Mental Handicaps SPED Teacher (Severe Mental Handicaps Special Education Teacher)Developmentally Delayed Special Education Teacher (DD Special Education Teacher)SPED Teacher (Special Education Teacher)Special Needs TeacherSelf-Contained Special Education Teacher (Self-Contained SPED Teacher)Teacher, Hearing ImpairedPhysically Impaired TeacherTeacher, Physically ImpairedLong Term Sub SPED Teacher (Long Term Substitute Special Education Teacher)Early Childhood Special EducatorEmotional Disabilities TeacherBehavior SpecialistTeacher, ResourceLip Reading TeacherPublic School TeacherMulti-Handicapped Students Special Education Teacher (Multi-Handicapped Student SPED Teacher)Hearing Impaired TeacherExceptional Needs TeacherPrimary SPED Teacher (Primary Special Education Teacher)Primary Special EducatorLong Term Substitute Elementary Teacher (Long Term Sub Elementary Teacher)SPED Resource Teacher (Special Education Resource Teacher)Resource SpecialistElementary School SPED Teacher (Elementary School Special Education Teacher)Teacher, Visually ImpairedInterventionistHome Therapy TeacherDeaf and Hard of Hearing Teacher (DHH Teacher)Math Interventionist (Mathematics Interventionist)Severe EBD Teacher (Severe Emotional Behavioral Disorders Teacher)Behavior InterventionistLearning Disabilities Teacher