duties for special education

What does a special education teacher do?

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What is a Special Education Teacher?

A special education teacher works with students who have a wide range of disabilities and special needs. Their primary role is to provide specialized instruction and support to help students with disabilities overcome learning barriers and achieve academic, social, and emotional success. Special education teachers assess students' individual needs, develop tailored education plans, and implement effective teaching strategies and accommodations to meet each student's unique learning goals.

In addition to academic instruction, special education teachers also foster a supportive and inclusive learning environment for their students. They collaborate closely with other educators, administrators, parents, and support staff to create Individualized Education Programs (IEPs) and ensure that students with disabilities receive the necessary accommodations, services, and resources to thrive in school.

What does a Special Education Teacher do?

Duties and Responsibilities Special education teachers have a range of duties and responsibilities that are vital in ensuring that students with disabilities receive the support they need to succeed. Some of these responsibilities include:

• Assessment and Individualized Education Planning: Special education teachers assess students' individual needs, strengths, and challenges to determine eligibility for special education services. They collaborate with other professionals, such as psychologists, speech therapists, and occupational therapists, to conduct evaluations and develop Individualized Education Programs (IEPs) tailored to each student's unique learning goals and needs.
• Instruction and Differentiated Teaching: Special education teachers design and implement specialized instruction and teaching strategies to accommodate diverse learning styles and abilities. They adapt curriculum materials, modify instructional approaches, and provide individualized support to help students with disabilities access the general education curriculum and make academic progress. Special education teachers may also provide small-group instruction, one-on-one tutoring, or co-teaching support in inclusive classroom settings.
• Behavior Management and Support: Special education teachers help students develop social skills, self-regulation, and positive behavior management strategies to succeed in school and community settings. They establish clear expectations, reinforce positive behaviors, and provide targeted interventions and supports to address challenging behaviors and promote a positive learning environment. Special education teachers collaborate with behavior specialists, counselors, and support staff to implement behavior intervention plans and support students' social-emotional development.
• Collaboration and Communication: Special education teachers collaborate closely with general education teachers, administrators, parents, and other professionals to support students' academic and developmental needs. They attend team meetings, participate in IEP meetings, and communicate regularly with parents to discuss students' progress, set goals, and coordinate services. Special education teachers advocate for students with disabilities, ensuring that they receive appropriate accommodations, services, and resources to succeed in school and beyond.
• Professional Development and Continued Learning: Special education teachers engage in ongoing professional development and training to stay updated on best practices, research-based interventions, and legal requirements related to special education. They participate in workshops, conferences, and seminars, pursue advanced degrees or certifications, and collaborate with colleagues to share expertise and resources. Special education teachers continuously strive to improve their teaching practices and support the diverse needs of students with disabilities.

Types of Special Education Teachers There are various types of special education teachers, each specializing in a specific area of need or disability. Some of the most common types of special education teachers include:

• Autism Teacher: These teachers work with students who have autism spectrum disorder (ASD). They may use specialized techniques such as applied behavior analysis (ABA) to help students develop social skills, communication skills, and independence.
• Emotional and Behavioral Disorders Teacher: These teachers work with students who have emotional or behavioral disorders that may impact their ability to learn and interact with others. They may help students develop coping skills, build positive relationships, and manage their behavior in the classroom.
• Learning Disabilities Teacher: These teachers specialize in working with students who have difficulties with reading, writing, or math. They may use specialized techniques to help students overcome these challenges and develop their skills in these areas.
• Occupational Therapist : Occupational therapists work with students who have physical disabilities or challenges with fine motor skills. They may help students develop skills such as handwriting, dressing, or eating independently.
• Physical Therapist : Physical therapists work with students who have physical disabilities or challenges with gross motor skills. They may help students develop skills such as walking, climbing stairs, or participating in physical education activities.
• Speech and Language Pathologist : These professionals work with students who have communication disorders such as stuttering, language delays, or articulation disorders. They may work with students one-on-one or in small groups to help them develop their communication skills.

Are you suited to be a special education teacher?

Special education teachers have distinct personalities . They tend to be social individuals, which means they’re kind, generous, cooperative, patient, caring, helpful, empathetic, tactful, and friendly. They excel at socializing, helping others, and teaching. Some of them are also investigative, meaning they’re intellectual, introspective, and inquisitive.

Does this sound like you? Take our free career test to find out if special education teacher is one of your top career matches.

What is the workplace of a Special Education Teacher like?

Special education teachers may work in a variety of environments, including public and private schools, specialized special education schools, inclusive classrooms, resource rooms, or self-contained classrooms dedicated to students with disabilities. These settings may range from elementary, middle, or high schools to specialized programs or alternative education centers.

Inclusive classrooms, where students with disabilities are integrated into general education classrooms alongside their peers without disabilities, are becoming increasingly common. In these settings, special education teachers collaborate closely with general education teachers to provide differentiated instruction, accommodations, and support to meet the diverse learning needs of all students. They may co-teach with general education teachers, provide push-in or pull-out support, or work in small groups to provide targeted interventions and assistance to students with disabilities.

Additionally, special education teachers may also spend time outside of the classroom attending meetings, collaborating with other professionals, and conducting assessments and evaluations. They work closely with parents, administrators, counselors, therapists, and support staff to develop and implement Individualized Education Programs (IEPs), monitor student progress, and ensure that students with disabilities receive the necessary services and supports to succeed academically, socially, and emotionally.

Frequently Asked Questions

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Special Education Teachers are also known as: Special Education Resource Teacher Inclusion Teacher

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Special Education Teacher

Job summary:.

The Special Education Teacher will coordinate and provide developmentally appropriate educational services to students whose abilities differ from their peers.

Supervisory Responsibilities:

• Directs, monitors, and mentors teachers assistants working with students who have disabilities.

Duties/Responsibilities:

• Performs a variety of assessments and observations to determine the areas in which the student may need extra or modified educational services. Assessment areas may include academic performance, behavior, social development, or physical health.
• Identifies the students needs and develops related lesson and teaching plans.
• Develops an integrated plan for the education of each child by collaborating with classroom teachers, parents, psychologists, social workers, and other medical and school staff.
• Develops individualized education programs (IEPs) for each student, setting learning goals and adopting modifications as necessary; ensures each students activities and lessons are planned and organized according to his/her abilities.
• Develops and teaches lessons that provide engaging learning opportunities for small groups and individual students while meeting required specifications of IEPs and 504 plans.
• Implements IEPs, provides ongoing or follow-up assessments, and continually tracks progress and makes modifications as necessary.
• Collaborates with classroom and homeroom teachers to ensure each students needs are met and plans are followed.
• Ensures programs comply with Individuals with Disabilities Education Act (IDEA); ensures each applicable student is provided with Free Appropriate Public Education (FAPE) that is properly modified for his/her individual needs.
• Develops, completes, and maintains all paperwork mandated by local, state, and federal guidelines, laws, and regulations.
• Maintains knowledge of special education teaching methods, research, and best practices through professional development and study.
• Establishes and enforces classroom management structure and rules that ensure the academic engagement and the physical and mental safety of all students.
• Celebrates the achievements and successes of students.
• Performs other related duties as assigned.

Required Skills/Abilities:

• Excellent verbal and written communication skills.
• Excellent interpersonal skills with ability to maintain a calm and patient demeanor with all students.
• Thorough understanding of various special education needs and services.
• Thorough understanding of and the ability to implement a variety of effective teaching methods.
• Thorough understanding of policies, laws, and guidelines related to special education including IDEA, IEPs, and 504.
• Excellent organizational skills and attention to detail.
• Proficient with Microsoft Office Suite or related software.

Education and Experience:

• Bachelors degree in Special Education required; Masters degree preferred.
• Appropriate state license or certification required.
• Two years of experience highly preferred.

Physical Requirements:

• Prolonged periods standing and walking throughout school and classroom.
• Must be able to lift up to 45 pounds at a time.
• Must be able to assist students who have physical difficulties.
• Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day.
• Prolonged periods sitting and working on computer to complete necessary paperwork.

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Special Education Teacher

Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities.

Special education teachers typically do the following:

• Assess students’ skills and determine their educational needs
• Adapt general lessons to meet students’ needs
• Develop Individualized Education Programs (IEPs) for each student
• Plan activities that are specific to each student’s abilities
• Teach and mentor students as a class, in small groups, and one-on-one
• Implement IEPs, assess students’ performance, and track their progress
• Update IEPs throughout the school year to reflect students’ progress and goals
• Discuss students’ progress with parents, other teachers, counselors, and administrators
• Supervise and mentor teacher assistants who work with students with disabilities
• Prepare and help students transition from grade to grade and from school to life outside of school

Special education teachers work with students from preschool to high school. They instruct students who have mental, emotional, physical, or learning disabilities. For example, some help students develop study skills, such as highlighting text and using flashcards. Others work with students who have physical disabilities and may use a wheelchair or other adaptive devices. Still others work with students who have sensory disabilities, such as visual or hearing impairments. They also may work with those who have autism spectrum disorders or emotional disorders, such as anxiety and depression.

Special education teachers work with general education teachers, specialists, administrators, and parents to develop IEPs. Students’ IEPs outline their goals, including academic or behavioral milestones, and services they are to receive, such as speech therapy. Educators and parents also meet to discuss updates and changes to IEPs.

Special education teachers must be comfortable using and learning new technology. Most use computers to keep records of their students’ performance, prepare lesson plans, and update IEPs. Some teachers also use assistive technology aids, such as Braille writers and computer software, that help them communicate with their students.

Special education teachers’ duties vary by their work setting, students’ disabilities, and specialties.

Some special education teachers work in classrooms or resource centers that include only students with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student’s needs. They teach students individually or in small groups.

In inclusive classrooms, special education teachers instruct students with disabilities who are in general education classrooms. They work with general education teachers to adapt lessons so that students with disabilities can more easily understand them.

Some special education teachers work with students who have moderate to severe disabilities. These teachers help students, who may be eligible for services until age 21, develop basic life skills. Some teach the skills necessary for students with moderate disabilities to live independently, find a job, and manage money and their time. For more information about other workers who help individuals with disabilities develop skills necessary to live independently, see the profiles on occupational therapists and occupational therapy assistants and aides.

Special education teachers held about 476,300 jobs in 2021. Employment in the detailed occupations that make up special education teachers was distributed as follows:

The largest employers of special education teachers were as follows:

A small number of special education teachers work with students in residential facilities, hospitals, and the students’ homes. They may travel to these locations. Some teachers work with infants and toddlers at the child’s home. They teach the child’s parents ways to help the child develop skills.

Helping students with disabilities may be rewarding. It also can be stressful, emotionally demanding, and physically draining.

Work Schedules

Special education teachers typically work during school hours. In addition to providing instruction during this time, they grade papers, update students’ records, and prepare lessons. They may meet with parents, students, and other teachers or specialists before and after classes.

Many work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work in summer programs.

Teachers in districts with a year-round schedule typically work 9 weeks in a row and then are on break for 3 weeks.

Special education teachers in public schools are required to have at least a bachelor’s degree and a state-issued certification or license. Private schools typically require teachers to have a bachelor’s degree, but the teachers are not required to be licensed or certified.

All states require special education teachers in public schools to have at least a bachelor's degree. Some require teachers to earn a degree specifically in special education. Others allow them to major in education or a content area, such as mathematics or science, and pursue a minor in special education.

In a program leading to a bachelor’s degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand. Programs typically include a student-teaching program, in which prospective teachers work with a mentor and get experience instructing students in a classroom setting. To become fully certified, states may require special education teachers to complete a master’s degree in special education after obtaining a job.

Private schools typically require teachers to have at least a bachelor’s degree in special education.

Licenses, Certifications, and Registrations

All states require teachers in public schools to be licensed in the specific grade level that they teach. A license frequently is referred to as a certification. Those who teach in private schools typically do not need to be licensed.

Requirements for certification or licensure can vary by state but generally involve the following:

• A bachelor’s degree with a minimum grade point average
• Completion of a student-teaching program
• Passing a background check
• Passing a general teaching certification test, as well as a test that demonstrates knowledge of the subject the candidate will teach

For information about teacher preparation programs and certification requirements, visit  Teach.org  or contact your state’s board of education.

All states offer an alternative route to certification or licensure for people who already have a bachelor’s degree. These alternative programs cover teaching methods and child development. Candidates are awarded full certification after they complete the program. Other alternative programs require prospective teachers to take classes in education before they can start to teach. Teachers may be awarded a master’s degree after completing either type of program.

Advancement

Experienced teachers may advance to become mentors who help less experienced teachers improve their instructional skills. They also may become lead teachers.

Teachers may become school counselors, instructional coordinators, and elementary, middle, and high school principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful.

Special education teachers typically have an interest in the Creating and Helping interest areas, according to the Holland Code framework. The Creating interest area indicates a focus on being original and imaginative, and working with artistic media. The Helping interest area indicates a focus on assisting, serving, counseling, or teaching other people.

If you are not sure whether you have a Creating or Helping interest which might fit with a career as a special education teacher, you can take a career test to measure your interests.

Special education teachers should also possess the following specific qualities:

Communication skills. Special education teachers discuss student’s needs and performances with general education teachers, parents, and administrators. They also explain difficult concepts in terms that students with learning disabilities can understand.

Critical-thinking skills. Special education teachers assess students’ progress and use that information to adapt lessons to help them learn.

Interpersonal skills. Special education teachers regularly work with general education teachers, school counselors, administrators, and parents to develop Individualized Education Programs. As a result, they need to be able to build positive working relationships.

Patience. Working with students with special needs and different abilities can be difficult. Special education teachers should be patient with each student, as some may need the instruction given aloud, at a slower pace, or in writing.                                  

Resourcefulness. Special education teachers must develop different ways to present information in a manner that meets the needs of their students. They also help general education teachers adapt their lessons to the needs of students with disabilities.

The median annual wage for special education teachers was $61,820 in May 2021. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,180, and the highest 10 percent earned more than $100,040.

Median annual wages for special education teachers in May 2021 were as follows:

In May 2021, the median annual wages for special education teachers in the top industries in which they worked were as follows:

Overall employment of special education teachers is projected to grow 4 percent from 2021 to 2031, about as fast as the average for all occupations.

About 37,600 openings for special education teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire. 

Demand for special education teachers will be driven by school enrollments and the need for special education services.

Demand for these teachers and services should rise as disabilities are being identified earlier and as children with disabilities are enrolled into special education programs.

Federal laws require that every state must maintain the same level of financial support for special education every year. However, employment growth of special education teachers may depend on funding availability.

For more information about special education teachers, visit

Council for Exceptional Children

Personnel Improvement Center

National Association of Special Education Teachers

For more information about teaching and becoming a teacher, visit

American Federation of Teachers

National Education Association

Where does this information come from?

The career information above is taken from the Bureau of Labor Statistics Occupational Outlook Handbook . This excellent resource for occupational data is published by the U.S. Department of Labor every two years. Truity periodically updates our site with information from the BLS database.

I would like to cite this page for a report. Who is the author?

There is no published author for this page. Please use citation guidelines for webpages without an author available. 

I think I have found an error or inaccurate information on this page. Who should I contact?

This information is taken directly from the Occupational Outlook Handbook published by the US Bureau of Labor Statistics. Truity does not editorialize the information, including changing information that our readers believe is inaccurate, because we consider the BLS to be the authority on occupational information. However, if you would like to correct a typo or other technical error, you can reach us at [email protected] .

I am not sure if this career is right for me. How can I decide?

There are many excellent tools available that will allow you to measure your interests, profile your personality, and match these traits with appropriate careers. On this site, you can take the Career Personality Profiler assessment, the Holland Code assessment, or the Photo Career Quiz .

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A special education teacher works with students who have physical, mental or social difficulties. The job requires a background in many disabilities so the teacher can build bonds of trust in students. That bond helps teachers develop students’ academic and life skills.

If you’re a special education teacher, your work day might include activities like these:

• Scheduling an after-school parent conference and pulling together recent data so you can talk about the child’s improvement. You might make notes advising the parents on how to work with their child.
• Working with an 8-year-old who has cerebral palsy who needs help with motor skills and eating skills.
• Teaching three children who have learning disabilities together in a circle, since their skills are roughly equal.
• Helping a high school student who has a speech impediment learn to improve his diction.
• Providing a quiet, structured learning environment to a middle-school student who has a sensory-processing challenge.
• Co-teaching a kindergarten class where several students have been diagnosed with ADHD.

This article describes many aspects of being a special education teacher from elementary through high school. It includes salary and job prospects, a job description, personality characteristics that point to job satisfaction, and resources that can help you advance in a special education career.

At-a-glance > Who makes a good special education teacher?

Teaching at the various levels > Elementary school > Middle school > High school

Professional development > Continuing education > Professional associations

Related careers > Jobs beyond teaching

Best of the Web > Sites and Twitter handles to follow

At-a-glance: special education teachers

Source: U.S. Bureau of Labor Statistics

A teaching degree plus a special education specialty is required for work in public schools.

Special education teachers also work in colleges and universities with students who are pursuing degrees. Most colleges require teachers to hold at least a master’s degree.

Who makes a good special education teacher?

Someone who is:

• Compassionate
• Well organized

If these traits describe you, then a special education career could be your calling. People who are committed to enriching the lives of children with disabilities and who can deal with lots of paperwork may have what it takes to succeed as a special education teacher.

Before you devote your life to this career, keep in mind that you may end up spending most of your time working one-on-one with students in specially designed classrooms. You’ll need to be comfortable doing your job without other adult colleagues around. Think about whether that appeals to you.

Special education teachers work so closely with students that they can become more emotionally involved than other teachers might. Letting go of these emotional ties is tough enough when a child moves to another school, but it can be excruciating at times (like when a student has a terminal illness).

Special education teacher job description

Special education teachers work with students who have mild to moderate disabilities, such as speech and vision problems, limited motor skills, sensory-processing difficulties or some combination of these. A special education teacher, also known as a special needs teacher, evaluates individual students and then revises the standard curriculum to match each child’s functionality or skill level.

Special education teachers collaborate with other teachers, therapists, supervisors and parents to ensure the curriculum is appropriate and that the student is improving. The job requires filling out many forms, including results of testing and notes on student improvements and special challenges.

The special education teacher uses several standard techniques, including one-on-one instruction, imitation, repetition and problem solving.

Teaching at various levels

Elementary special education teachers.

Elementary special education teachers teach, coach and often mentor disabled children. They also evaluate children’s skills and functionality, and modify existing standard courseware to meet individual needs. Because elementary school is often the child’s first experience with group learning, special education teachers may work more on social skills with those who are more severely disabled. Continue reading to learn more about elementary school special education teachers

What elementary special education teachers do

Educational and certification requirements, salary and employment projections.

• Pros and cons of being an elementary special education teacher

Elementary special education teachers teach either in a regular classroom or a specially designed classroom, depending on the severity of their students’ disabilities. The special education teacher may be required to teach life skills or social skills, as well as academic coursework. The day-to-day duties include:

• Testing students with disabilities using standard techniques
• Evaluating disabled students to determine their skill level and functionality
• Modifying curriculum to match each disabled student’s abilities
• Co-teaching with regular teachers when required
• Meeting parents and others to review goals and assess progress
• Creating materials to assist in teaching

Elementary school special education teachers who work in public schools are required to have a bachelor’s degree and a teaching certificate issued from the state where they teach.

Part of the bachelor’s degree work for special education teachers includes:

• Identifying disabilities
• Learning techniques for teaching those who have a certain disability
• Testing current skills and disabilities
• Evaluating improvements

At the elementary school level, a master’s degree is a bonus.

According to the Bureau of Labor Statistics, the median salary for elementary special education teachers is $55,810. More estimates:

• PayScale.com: $43,554 (median)
• Glassdoor.com: $53,939 (average)
• Salary.com: $51,692 (median)

The BLS job-growth projection is 6 percent.

Pros and cons of being an elementary school special education teacher

As with any jobs, there are pluses and minuses to being an elementary school special education teacher.

• You can help improve the life of someone who is disabled.
• It is highly rewarding.
• You may develop a close working relationship with the student.
• You will work with a group of professionals who are dedicated to helping one person thrive.
• It is easy to become emotionally attached to a student.
• Your mission as a teacher may conflict with parents’ goals for the student.
• There is a tremendous amount of paperwork associated with each disabled student.

Middle school special education teachers

Middle school special education teachers sometimes teach at a higher level than elementary special education teachers do. If the students are severely challenged, however, the training may not change. Continue reading to learn more about middle school special education teachers

What middle school special education teachers do

Pros and cons of being a middle school special education teacher.

Middle school special education teachers work with students who have disabilities, but may have already had some remedial training in elementary school. Depending on the severity of the disability, students may be further along in their life skills and may have improved functionality. Therefore, special education teachers are often working to increase social or developmental skills, as well as academic knowledge.

During middle school, a student may be emotionally or physically prepared to integrate into a normal classroom. The special education teacher helps with the transition and supports the special needs student after the transition.

Teachers also may be called on to evaluate sports options appropriate for their charges.

As with other teaching positions, a special education teacher requires at least a bachelor’s degree and a state-issued teaching credential. Some states require a master’s degree to obtain a teaching credential. Student teaching is often also required.

A master’s degree in special education may include courses such as:

• Learning how to identify disabilities
• Managing different types of behavioral problems
• Collaborating with administration, parents, agencies, and other professionals
• Creating an atmosphere conducive to learning
• Principles of psychology and teaching for exceptional students
• Current trends in special education

According to the BLS, the median salary of a middle school special education teacher is $57,280. Other estimates:

• PayScale.com $44,832 (median)
• Glassdoor.com: $54,329 (average)

BLS job-growth projection is 6 percent.

The rewards of being a middle school special education teacher are substantial. But there are also some downsides.

Here are some of each:

• Helping disabled children do something special that most children take for granted
• Working on your own
• Getting to know students well and building a bond of trust
• Conducting a lot of testing to evaluate improvement
• Doing a lot of paperwork required by administration
• Difficulty in letting go emotionally, especially if you are seeing real improvement while working with a student

High school special education teachers

High school special education teachers work with disabled students in grades 9-12, including testing and evaluating each student. Based on their recommendations, class work is modified to suit each student. Continue reading to learn more about high school special education teachers

• What high school special education teachers do
• Pros and cons of being a high school teacher

What do high school special education teachers do?

High school special education teachers teach both life skills and academic course work. Depending on the severity of the handicap, special education teachers may either teach in a separate classroom or co-teach with a regular teacher in a standard classroom.

High school special education teachers often recommend activities that parents can do with the child to help improve skills and functionality.

To become a special education teacher at the high school level, you must have at least a bachelor’s degree and a state-issued teaching license. Many schools require a master’s degree in special education.

Depending on the specialization within special education, the teacher may take additional courses to work with students who have autism or who are deaf or blind.

Many states also require student teaching to obtain a teaching certificate.

High school special education teachers earn an average salary of $58,500, according to the Bureau of Labor Statistics. Other estimates:

• Glassdoor.com: $60,715 (average)
• RileyGuide.com: $56,630 (average)

Pros and cons of being a high school special education teacher

High school special education teachers face many challenges and difficulties.

• It can be very gratifying to break through a barrier that has been holding a student back.
• Because you work so closely with a child for so long, you really get to know and understand them.
• You get to work with many professionals who are dedicated to helping a child improve.
• It can be very stressful trying to work with a student, especially if the student is combative and uncooperative.
• If the student is physically handicapped, trying to move them or help them can require a great deal of physical strength.
• If the student is socially challenged, trying to help them transition into society can be difficult.

Professional development for special education teachers

Continuing education.

Once you have your degree and teaching credentials, you can expand your teaching horizons through continuing education options such as:

• Board Certification in Special Education: This certification from the American Academy of Special Education Professionals (AASEP) teaches a national standard for professionals who work with children who have learning disabilities.
• Additional certifications: Special education teachers can receive certification in additional areas such as learning challenges or behavioral disabilities.
• Master’s degree: Occupational therapists, speech therapists and physical therapists must earn a master’s degree to be certified.
• PhD in education: Teachers aiming to become leaders and top-level administrators in special education will find this degree invaluable.

Professional associations

These professional associations serve special education teachers:

• National Association of Special Education Teachers
• Council for Exceptional Children
• Learning Disabilities Association of America

Related careers

A special education teacher can find many jobs outside the traditional classroom, such as:

• Applied Behavior Analysis Therapist: Works one-on-one with people to assess behavior and skill levels, collaborating with care managers and family to drive improvements.
• Board Certified Behavior Analyst: Works with more severely handicapped patients to test their behavioral levels and creates plans to help patients reach specific goals. Provides recommendations to staff and family.
• Director of Student Support: Hires and develops special education instructors. Evaluates instructors. Creates strategic plans to meet ambitious goals for the school or facility.
• Vocational Counselors: Helps students find jobs that are suitable for their disabilities.

Best of the Web

Favorite special education teacher websites.

• TeacherVision : Lesson plans, printables and professional advice on managing special needs children.
• Special Education Network : Hundreds of resources for special needs teachers, parents of special needs children, and access to advocacy organizations and disability referral sites.
• The National Association of Special Education Teachers : NASET is a professional organization designed to provide support and up-to-date information to special education teachers working in the U.S.
• Special Education Resources for General Educators : SERGE uses standards implemented by the Model Standards for Licensing General and Special Education Teachers of Students with Disabilities to continue providing activities and information to teachers who must address special student needs in the classroom.

Blogs to follow

• One-Room Schoolhouse
• Extra Special Teaching
• Teaching Special Thinkers
• Primarily Au-Some

Who to follow on Twitter

• @AstuteHoot
• @WeTeachSped
• @JenLaviano
• @speciallearning

Websites for students with disabilities

• Learning Ally : Over 100 audiobooks for dyslexic learners.
• LD Online : The students section, under “Kids’ Voices,” connects students with others who learn differently, too.
• WhizKid Games : Follow the friendly dinosaur to discover new fun games that focus on skills required especially of students with learning disabilities.
• Do2Learn : Another great site that encourages students with social skills and behavior regulation activities.

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Tagged as: Early Childhood and Elementary (Grades: PreK-5) ,  High School (Grades: 9-12) ,  Middle School (Grades: 6-8) ,  Special Education

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Special Education Teacher Salary and Job Description

Special education teachers play an important role in their students’ lives. In addition to assessing each student’s unique needs and capabilities, they also develop a custom-tailored educational plan for each student that’s designed to create opportunities for their learning and growth. 

Professionals interested in pursuing this career path should start by gaining a deeper understanding of the job role and salary for special education teachers to see if the position is a fit for them. They can then develop the knowledge and skills needed to help children and adolescents with special needs meet their full potential. Earning an advanced degree, such as an Online Master of Arts in Teaching , can prepare individuals to take a thoughtful, multidisciplinary approach to special education.

Special Education Teacher Job Description

Special education teachers work with children and adolescents who have physical, cognitive, and/or emotional disabilities. These educators also work with the students’ parents, psychologists, social workers, and school psychologists, among others, to develop individualized education programs (IEPs) for each student that address the student’s unique strengths and challenges. 

Although the specific day-to-day duties of special education teachers can vary based on where they work and their students’ ages, common daily duties include the following:

• Assessing students’ skills and educational needs
• Adapting lesson plans to meet each students’ individualized needs
• Tracking students’ performance
• Developing, modifying, and updating IEPs
• Discussing students’ progress with their other teachers

Special education teachers should also possess certain skills and abilities to assist special education students with various needs. These include: 

• Effective communication to maintain positive relationships with students and their parents 
• Adaptable and able to pick up new teaching methods
• Compassionate and patient with students 
• Able to work with students from different backgrounds and who have different abilities 

Educational Requirements for Special Education Teachers

Individuals interested in pursuing a career in special education must hold at least a bachelor’s degree in a related field, such as mathematics, science, English, or special education, to pursue jobs in this field; individuals wanting to work in Connecticut, Maryland, or New York must also hold a master’s degree. Additionally, public schools in all 50 states require special education teachers to be licensed, but many private schools do not have this requirement.  

To become licensed, aspiring special education teachers must earn a bachelor’s degree, complete a set number of student teaching hours, pass a background check, and pass a general teaching certification test. The minimum grade point average (GPA) and quality point average (QPA) that students must have graduated with and the number of student teaching hours they must complete before they can sit for their licensing exam varies from state to state. 

Licensing terms also vary by state. For example, some states require teachers to renew their licenses every two years, while other states have five-year licensing terms. To renew a license, teachers must complete a set number of continuing education credits. The specific requirements for each state are established by each state’s department of education.

Possible Work Environments for Special Education Teachers

The US Bureau of Labor Statistics reports that, in 2020, special education teachers held more than 463,000 jobs throughout the United States. A majority of the professionals working in this field were employed in kindergartens and elementary schools (a total of 188,600), while approximately 140,900 were employed by secondary schools. 

Although 83 percent of all special education teachers were employed by public institutions, the BLS notes that a small percentage of individuals were employed elsewhere, such as in students’ homes, residential care facilities, and hospitals.  

Most special education teachers work Monday through Friday during school hours, and many work the traditional 10-month school year and have two months off during the summer. Educators also tend to have short breaks during the winter and spring. However, some educators work a year-round schedule, which often entails nine weeks of working followed by three weeks off, and some choose to work for summer programs.

Special Education Teacher Salary and Job Outlook

The BLS projects that the employment of special education teachers will increase by 8 percent between 2020 and 2030, which is about as fast as the job growth that’s projected for all occupations, and approximately 38,600 jobs are expected to be available each year during that period. Job growth within this field will be driven by an anticipated uptick in K-12 student enrollments and by the fact that children’s disabilities are being identified earlier. 

The BLS further reports that, as of May 2021, the median annual wage for special education teachers was $61,820, with teachers in the top 10th percentile earning more than $100,040 annually.  Special education teacher salaries can vary based on a number of factors, such as a teacher’s experience level, whether they’ve completed an advanced education, and the geographical region in which their position is located. For example, individuals employed in high cost-of-living states, such as California, often receive higher salaries than professionals employed in lower cost-of-living states, such as Kentucky.

Pursue Your Dream of Teaching the Next Generation

Professionals interested in taking their teaching career to the next level are likely to find that earning an advanced degree, such as an Online Master of Arts in Teaching degree from American University, can prepare them to deliver a high-level educational experience to students of all ages, backgrounds, and abilities. 

Coursework in this 100 percent online program includes classes such as Effective Teaching for Diverse Students, Theories of Educational Psychology and Human Development, and Foundations for Special Education for Exceptional Children. 

On completing the program, graduates will be prepared with the foundational knowledge and expertise needed to take a multidisciplinary approach to teaching. Discover how American University’s Online Master of Arts in Teaching (MAT) program can prepare you to take the next step in your professional journey. 

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Special Education Teacher Job Description

Special education teacher duties & responsibilities.

To write an effective special education teacher job description, begin by listing detailed duties, responsibilities and expectations. We have included special education teacher job description templates that you can modify and use.

Sample responsibilities for this position include:

Special Education Teacher Qualifications

Qualifications for a job description may include education, certification, and experience.

Licensing or Certifications for Special Education Teacher

List any licenses or certifications required by the position: CT, MA, NYS, FL, BA, LBS-1, NC

Education for Special Education Teacher

Typically a job would require a certain level of education.

Employers hiring for the special education teacher job most commonly would prefer for their future employee to have a relevant degree such as Collage and University Degree in Education, Teaching, Special Education, Department of Education, Graduate Education, Philosophy, History, Human Development, General Psychology, Graduate

Skills for Special Education Teacher

Desired skills for special education teacher include:

Desired experience for special education teacher includes:

Special Education Teacher Examples

• Microsoft Word (.docx) .DOCX
• PDF Document (.pdf) .PDF
• Image File (.png) .PNG
• Attend professional developments and turn key information to the learning community
• Subjects to clients in order to help them learn the subject matter and/or skills
• Provide targeted small group instruction to students throughout the day
• Provide direct service to students to help them achieve their IEP goals
• Work collaboratively with grade level teams across content areas
• Assist Teachers with differentiation in the classroom
• Participate as part of the student intervention referral team
• Support with assessment of students as proctors and monitors of examinations, including the administration of testing accommodations
• Provide a range of instructional, management, and assessment strategies to meet the different needs of students
• Facilitate testing accommodations
• Assist in moving students to proper locations during fire drills, and sports or arts programs
• Ensure all substitute plans are clear and thorough
• Keep accurate and organized records of student information
• Teaching pullout sections, depending upon the enrollment of students with disabilities and summer school results
• Implement the City on a Hill Special Education inclusion model
• Create and update master accommodations/modifications spreadsheet for general education reference
• Utilizes Teacher techniques for diagnostic and general check for learning by verbal responses written means
• Creates a classroom atmosphere, which encourages positive student behavior through comprehensive use of the Behavior Management Program and adaptive classroom behavior management
• Consistently uses a variety of behavior management techniques to promote a smooth functioning classroom
• Participates as a member of the treatment team to execute the IEP and for each student
• Acts as a consultant providing direction and assistance to staff who work with the student
• Establishes and maintains supportive working relationships within both the agency/school and the broader community services network
• Provides appropriate representation of the agency/school and its services within the community
• Performs additional duties and activities as assigned by supervisor
• Supervises assigned Teacher Associate
• Develop, write and implement Individualized Education Plans
• Minimum of BA in psychology or related field (as approved by SCR for certification) and preferred one year of related experience
• Master Degree in Special Education, LD/BD, Bachelor’s in Education
• LBS-1 certificate required
• Minimum, one year in classroom or tutorial settings
• Must hold a valid Minnesota Teaching License in Special Education, DCD Preferred
• Must be familiar and follow Kelly Service policies and school policies
• Keeps necessary records including Individual Education Plans (IEP) on each student as required
• Participates in the decisions regarding instructional materials and supplies
• Checks on student devices and does check-ins with teachers to collaborate with teachers on strategies for DHH students
• 19 students total over 11 school sites
• Work closely with the Director of Special Education to ensure that the school is in compliance with all special education requirements and that each child with a disability is receiving all necessary supports, modifications, and accommodations
• Serve as the case manager for a caseload of students, including data tracking and support of inclusion classroom data tracking, writing quarterly progress reports and IEP goals, and attending IEP meetings
• Collaborate with general education teachers to adapt curricular materials and teacher techniques to meet the individual needs of students and to identify students who are not meeting benchmarks and to plan interventions as needed
• Collaborate with general education teachers and other service providers to provide behavioral supports and intervention
• Use data to inform academic and behavioral goals, instruction and intervention plans
• Assist with school-wide assessments and other data
• BA/BS degree + 30 credits or MA required
• BA in Education, current MA certification for the position
• Minimum of 2 years working with children with behavior/learning disorders
• Minimum of 1year experience implementing behavior management programs
• Knowledge of appropriate curriculum and instructional practices
• Ability to interpret reports and tests results
• Works with families of the students who attend the DDDC
• Coordinates inter-department activities as related to educational and behavioral assessment, intervention and transition for a particular group
• Develops Individualized Educational Plans
• Responsible for Skill Assessment (using a variety of assessment materials), Goal Planning (based on the assessment information), Program Writing (documentation of procedures employed to achieve outcomes)
• Provides analysis, and well developed and documented specialized interventions
• Assist in developing strategies for implementing Individualized Education Plans (IEPs) in the student’s least restrictive environment
• Present students’ levels of performance, transition plans, goals, accommodations, modifications, and services with input from the students’ general education teachers
• Effectively maintain the Special Education database and communicate any changes to the data manager
• Compile, maintain, and file all physical and computerized reports, records, and other documents as required
• Create and implement lesson plans
• New Jersey State Certification of Teacher of the Handicapped or Teacher of Students with Disabilities
• Valid Special Education credential in South Carolina
• Low-incidence or Self-contained teaching experience is preferred
• Student and family focused approach
• Willingness to travel for school based event and state testing (may require occasional overnight travel)
• Bachelor’s degree in Special Education, Psychology or a related discipline
• Report student injury, accidents, illness, and discipline problems to the local Kelly representative and District/School personnel immediately
• Lead instruction and deliver lessons geared towards the individual needs and capabilities of the students
• For long-term assignments, it may be required to develop lesson plans
• Schedule and facilitate IEP meetings with parent
• Recommends individual goals and objectives that reflect each student’s
• Completes education documentation including monthly progress notes and report cards
• Attends IEP meetings and prepares written summaries including present levels of academic and behavioral performance and functioning, goals and objectives and instructional modifications and accommodations for these meetings
• Plans and implements detailed lesson plans according to New Jersey State Learning Standards and student IEPs
• Works with related services including counseling, occupational and speech therapy to develop individual interventions and strategies to support academic achievement
• Works with supervisors to update content area curriculum and design new course offerings
• Shared dedication to the Brooke School philosophy and mission
• DESE licensure required - Mild/Moderate Special Needs
• Dual DESE licensure required - Mild/Moderate Special Needs AND HS ELA or Math
• ESL license of SEI endorsement highly desirable
• Requires a bachelor’s degree in education
• A minimum of 2 years directly related experience working with individuals with autism, behavioral technology, data management, goal assessment and planning, family programming, and paraprofessional supervision

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Instruction

Table of contents.

HLP 11 Identify and prioritize long and short term learning goals.

HLP 12 Systematically design instruction toward a specific learning goal.

HLP 13 Adapt curriculum tasks and materials for specific learning goals.

HLP 14 Teach cognitive and metacognitive strategies to support learning and independence.

HLP 15 Provide scaffolded supports.

HLP 16 Use explicit instruction

HLP 17 Use Flexible Grouping.

HLP 18 Use strategies to promote active student engagement.

HLP 19 Use assistive and instructional technologies.

HLP 20 Provide intensive instruction.

Excerpts from © 2019 by the Council of Chief State School Officers, Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities, except where otherwise noted, is licensed under a Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0 (CC BY).

The Education for All Handicapped Children Act of 1975 marked an historic win for civil rights when the doors to public education were opened for all students. For the first time, children with disabilities had access to a public education and the hope of a productive and fulfilling future. Today, the Individuals with Disabilities Education Act of 2004 (IDEA), the most recent iteration of that law, aims to deliver on that promise; namely, that all students with disabilities have equitable access to a free appropriate public education (FAPE) in the least restrictive environment. Along with the reauthorization of IDEA came a shift for states to move to a results-based accountability system and an emphasis on improving academic outcomes for students with disabilities and away from a strict compliance focus.

The Every Student Succeeds Act of 2015 (ESS A), the recently reauthorized Elementary and Secondary Education Act of 1965, also aims to deliver on that promise; namely that all students, across all backgrounds and circumstances, are provided the opportunity to receive a high-quality education. While responding to the various federal laws has traditionally led to silos within state education agencies (SEA), under these two pieces of federal legislation the alignment between ESSA and IDEA is strengthened and provides an important opportunity to deliver on the promise of equitable and ambitious outcomes for students with disabilities. However, effectively preparing students with disabilities for life after high school remains a challenge for states as evidenced by the significant educational achievement and opportunity gaps that persist between students with disabilities and their non-disabled peers.

The Every Student Succeeds Act (ESSA) prioritizes the needs of all students, meaning tha t every student with a disability is, first and foremost, a general education student.

This includes ensuring that all educators are prepared to provide all students, including students with disabilities, with excellent differentiated instruction, services, and supports. State leaders have an opportunity to develop clear terminology and definitions for what constitutes a high-quality individualized education program (IEP) and s trategies to ensure positive outcomes for students with disabilities mandated by IDEA

To deliver on that promise, students with disabilities are provided with an individualized education program (IEP). The IEP is developed to ensure that a child who has a disability identified under the law, requires special education, and is attending an elementary or secondary school receives specially-designed instruction and related services

In a landscape where students with IEPs are increasingly included in general education classrooms, states must ensure that all educators, teachers, leaders, and school staff, are prepared to provide these students with high quality instruction and appropriate individualized services and supports. What constitutes excellent instruction for a majority of students is not always effective for students with disabilities. However, when educators incorporate high-leverage and evidence-based practices, specialized instruction, and intensive interventions, students with disabilities can be successful and progress in the general education classroom.

Although an IEP is a vehicle for providing a free appropriate public education to students with disabilities, it will only enable a student to receive that education insofar as the people responsible for its execution are prepared to respond effectively to students’ learning needs through effective instruction, the identification and provision of appropriate services and supports, the measurement and monitoring of student progress , and a clear expectation of family engagement throughout the process.

The IEP is developed to ensure that a child who has a disability … receives specially-designed instruction and related services.

• incorporate high-leverage and evidence-based practices.
• specialized instruction
• intensive interventions
• appropriate services and supports
• measurement and monitoring of student progress
• clear expectation of family engagement
• implement a *multi-tiered system of supports (MTSS) with a focus on the “whole child”

* A multi-tier system of supports is a proactive approach that has several common key elements: universal screening, systems of increasingly intensive supports and interventions, progress monitoring, team-based problem solving, and data-decision making. It uses evidence based practices and interventions and is generally a school or district-wide approach that emphasizes family engagement. Done well, MTSS serves as a comprehensive system of supports that provides for swift responses to student academic and behavioral needs by utilizing real-time data to monitor growth and make informed decisions for all students, including those with the most significant cognitive disabilities. Implementing a comprehensive MTSS meets both the requirements of ESSA and IDEA by aligning internal and external resources to meet the needs of the wide spectrum of students.

Progress monitoring- Assessment data obtained from benchmark assessments, progress monitoring tools, and universal screeners viewed by teachers at the student level are particularly useful in demonstrating individual progress over time.

Adapted from McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education . Arlington, VA: Council for Exceptional Children & CEEDAR Center.  (Permission is granted to reproduce and adapt any portion of this publication with acknowledgement)

Teaching students with disabilities is a  strategic, flexible, and recursive process as effective special education teachers use content knowledge, pedagogical knowledge (including evidence-based practice), and data on student learning to design, deliver, and evaluate the effectiveness of instruction. This process begins with well-designed instruction. This instruc­tion, when delivered with fidelity, is designed to maximize academic learning time, actively engage learners in meaning­ful activities, and emphasize proactive and positive approaches across tiers of instructional intensity.

Effective special education teachers base their instruction and support of students with disabilities on the best available evidence, combined with their professional judgment and knowledge of individual student needs. Teachers value diverse perspectives and incorporate knowledge about students’ backgrounds, culture, and language in their instructional decisions. Their decisions result in improved student outcomes across varied curriculum areas and in multiple educational settings. They use teacher-led, peer-assisted, student-regulated, and technology-assisted practices fluently, and know when and where to apply them. Analyzing instruction in this way allows teachers to improve student learning and their professional practice. (p. 69)

INSTRUCTION

Teachers prioritize what is most important for students to learn by providing meaningful access to and success in the general education and other contextually relevant curricula. Teachers use grade-level standards, assessment data and learning progressions, students’ prior knowledge, and IEP goals and benchmarks to make decisions about what is most crucial to emphasize, and develop long- and short-term goals accordingly. They understand essential curriculum components, identify essential prerequisites and foundations, and assess student performance in relation to these components.

Special education teachers develop learning goals for students on a long- and short-term basis; these goals determine the focus of instruction. Learning goals include those for students’ IEPs as well as for specific subjects (e.g., what to emphasize in math) or sub-areas (e.g., teaching particular concepts and skills in fractions, comprehension of expository text, linear measurement). In prioritizing these goals, teachers identify the most essential, powerful, equitable, and crucial learning outcomes.

All standards are not of equal importance (Chard, n.d.); the same can be said of conceptual understandings and skills. In addition, there is a need for out-of-level instruction for some students (L. S. Fuchs et al., 2015); teachers need to identify and prioritize students’ goals around critical content (Doabler et al., 2012) while linking to their present level of performance, strengths, and needs.

Teachers help students to develop important concepts and skills that provide the foundation for more complex learning. Teachers sequence lessons that build on each other and make connections explicit, in both planning and delivery.

They activate students’ prior knowledge and show how each lesson “fits” with previous ones. Planning involves careful consideration of learning goals, what is involved in reaching the goals, and allocating time accordingly. Ongoing changes (e.g., pacing, examples) occur throughout the sequence based on student performance.

Students with disabilities require more systematically designed instruction than their typically developing peers (Archer & Hughes, 2011). Researchers (e.g., Brophy & Good, 1986; Gersten, Schiller, & Vaughn, 2000; Marchand-Martella, Slocum, & Martella, 2004; Rosenshine & Stevens, 1986; Simmons, Fuchs, Fuchs, Mathes, & Hodge, 1995) have identified at least 16 elements of systematically designed instruction to include within and across lessons and units.

Three elements — clear instructional goals, logical sequencing of knowledge and skills, and teaching students to organize content —are essential core components of systematic instruction.

Teachers design instruction that will help students meet challenging yet attainable learning goals that are stated clearly, concisely, and in measurable terms (Hattie, 2008). Instructional content is selected and sequenced logically to support or scaffold student learning. Less complex knowledge and skills are taught before more complex outcomes, information that is used frequently in the curriculum is taught prior to content that appears less often, prerequisites are mastered before higher level knowledge and skills, unambiguous information is taught before less clear material, and content and skills similar in form or function are taught separately before students are required to make independent discriminations among them (Archer & Hughes, 2011). Teachers make explicit connections among content and skills within and across lessons to allow students to link prior and new knowledge; see relationships among facts, concepts, and principles; and organize content to maximize retention, deepen understanding, and facilitate application.

Teachers assess individual student needs and adapt curriculum materials and tasks so that students can meet instructional goals. Teachers select materials and tasks based on student needs; use relevant technology; and make modifications by highlighting relevant information, changing task directions, and decreasing amounts of material. Teachers make strategic decisions on content coverage (i.e., essential curriculum elements), meaningfulness of tasks to meet stated goals, and criteria for student success.

Special education teachers select and adapt curriculum materials and tasks so students with disabilities can meet their IEP goals. Special educators make modifications by highlighting relevant information, changing task directions, and adjusting content amount and depth (Vaughn & Bos, 2012). Material adaptations can include:

• Making substitutions for text material (e.g., audiotaping content, reading content aloud, using other media, working individually with students),
• Simplifying text (e.g., making abridged versions, providing outlines and summaries, using multilevel supports), and
• Highlighting key concepts and information (e.g., previewing content, developing study guides, summarizing or reducing content).

Teachers may substitute text material when students are unable to read and extract information independently and simplify and highlight content to facilitate comprehension.

Special education teachers also use content enhancements , a range of strategies to augment the organization and delivery of curriculum content so that students can better access, interact with, understand, and retain information (Bulgren, 2006; Deshler et al., 2001). Three examples of specific enhancements are graphic organizers, guided notes, and mnemonics.

Graphic organizers are visual–spatial arrangements of information containing words or concepts connected graphically to help students see meaningful hierarchical, comparative, and sequential relationships (Dye, 2000; Ellis & Howard, 2007; Ives, 2007). There are numerous web-based resources teachers can use in developing and customizing graphic organizers for classroom use.

Guided notes are “teacher-prepared handouts that ‘guide’ a student through a lecture with standard cues and prepared space in which to write the key facts, concepts, and/or relationships” (Heward, 1994, p. 304). These are designed to actively engage students during teacher-led instruction and provide models of complete and accurate note-taking that can be used to prepare for academic assessments.

Mnemonics are memory-enhancing strategies that help students recall large amounts of unfamiliar information or make connections between two or more facts or concepts (Wolgemuth, Cobb, & Alwell, 2008). Three commonly used mnemonic techniques are letter strategies (Kleinheksel & Summy, 2003), the keyword method, and peg word strategies (Mastropieri & Scruggs, 2010). Again, numerous web-based resources can help teachers create and customize mnemonics.

Teachers explicitly teach cognitive and metacognitive processing strategies to support memory, attention, and self-regulation of learning. Learning involves not only understanding content but also using cognitive processes to solve problems, regulate attention, organize thoughts and materials, and monitor one’s own thinking. Self-regulation and metacognitive strategy instruction is integrated into lessons on academic content through modeling and explicit instruction. Students learn to monitor and evaluate their performance in relation to explicit goals and make necessary adjustments to improve learning.

 Because students with disabilities do not typically use learning strategies to improve academic performance like their typically developing peers do, they must be taught explicitly to use strategies. Strategies are not step-by-step instructions; instead a strategy “is a heuristic that supports or facilitates the learner” in using higher order thinking skills (Rosenshine & Meister, 1992, p. 26). Newell (1990) noted that there are two layers of problem solving when using strategies; applying a strategy to a problem, and selecting and monitoring the effects of that strategy. Cognitive strategies (e.g., making predictions, summarizing, apply grammar rules, making meaning from context) are representative of the former, whereas metacognitive strategies (e.g., self-management and self-regulation, planning and monitoring) depict the latter. Strategies help students become “proficient problem solvers” (Montague & Dietz, 2009, p. 286) by teaching them how to self-monitor learning or behavior, recognize problem areas, create and execute solutions, and evaluate success. In short, cognitive strategy instruction teaches students how to learn (Jitendra, Burgess, & Gajria, 2011).

Strategies go across content and skill areas. Some examples of common cognitive strategies include:

• For reading comprehension , collabora­tive strategic reading (Vaughn et al., 2011) and text interaction strategies (e.g., summarizing, text structure, identifying the main idea; Jitendra et al., 2011);
• For writing , the self-regulated strategy development (SRSD) model (Harris & Graham, 2003; Santangelo, Harris, & Graham, 2008);
• For mathematics , enhanced anchored instruction (Bottge et al., 2015), Solve It (Krawec, Huang, Montague, Kressler, & de Alba, 2013), and schema-based instruction (Jitendra & Star, 2011);
• For retention and memory , keyword mnemonic strategies and letter strate­ Gies (Fontana, Scruggs, & Mastropieri, 2007); and
• For self-management, self-monitoring (Bruhn, McDaniel, & Kreigh, 2015) and SLANT (Ellis, 1991).

These strategies are effectively taught through explicit instruction, including structured and organized lessons, modeling, guided practice, progress monitoring, and feedback (Archer & Hughes, 2011). In the modeling stage, students observe the teacher using the strategy while thinking aloud to demonstrate how skilled problem solvers approach tasks. Think-alouds also help students build their metacognitive ability (i.e., the ability to think about their thinking; Montague & Dietz, 2009).

These strategies, when taught explicitly with modeling and guided practice, have been proven effective in multiple studies across content areas and disability types.

Scaffolded supports provide temporary assistance to students so they can successfully complete tasks that they cannot yet do independently and with a high rate of success. Teachers select powerful visual, verbal, and written supports; carefully calibrate them to students’ performance and understanding in relation to learning tasks; use them flexibly; evaluate their effectiveness; and gradually remove them once they are no longer needed. Some supports are planned prior to lessons and some are provided responsively during instruction.

Scaffolded supports are supports provided to students that are either preplanned or provide  “on the spot” and then faded or removed once they are not needed (Rosenshine, 2012); teachers gradually release or transfer responsibility to students (Pearson & Gallagher, 1983) as they become more proficient. Scaffolded supports can be provided in multiple forms including dialogue (e.g., modeling, hints, questions, partial completion of the task, informative feedback; Englert, Tarrant, Mariage, & Oxer, 1994; Palincsar & Brown, 1984), materials (e.g., cue cards, anchor charts, checklists, models of completed tasks; Rosenshine, 2012; Rosenshine & Meister, 1992), and technology (Putambecker & Hübscher, 2005). The term scaffolded instruction was introduced by Wood, Bruner, and Ross (1976) based on their study of parent– child interactions and defined by them as assistance from adults that “enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts” (p. 90). Scaffolding occurs within Vygotsky’s zone of proximal development (1978)—the distance between what a child can understand and do independently and what he or she can understand and do with assistance. Special education teachers use effective supports for student learning; to do so, the teacher must fully understand the task as well as students’ changing understanding and proficiency.

Teachers make content, skills, and concepts explicit by showing and telling students what to do or think while solving problems, enacting strategies, completing tasks, and classifying concepts. Teachers use explicit instruction when students are learning new material and complex concepts and skills. They strategically choose examples and non-examples and language to facilitate student understanding, anticipate common misconceptions, highlight essential content, and remove distracting information. They model and scaffold steps or processes needed to understand content and concepts, apply skills, and complete tasks successfully and independently.

Explicit instruction (EI) is a direct, structured, supportive, and systematic methodology for teaching academic skills (Archer & Hughes, 2011). When using EI, the teacher provides an explanation or model, guides students through application of the skill or concept, and provides opportunities for independent application of the skill or concept to ensure mastery (Mercer, Mercer, & Pullen, 2011).

Rosenshine (1983) developed a list of six fundamental teaching functions that incorporate principles of explicit instruction : r eview, presenting new content in small steps, using guided practice, providing corrective feedback, providing independent practice (both massed and distributed), and weekly/monthly cumulative reviews. When teachers use EI, academic learning time increases, which is strongly linked to student achievement (Archer & Hughes, 2011). In essence, explicit instruction is a set of teacher behaviors that have repeatedly shown to have a positive impact on student achievement, especially those who are struggling to learn.

When EI is used in the classroom, academic learning time is increased. Evidence supports the use of EI with all students (in both general and special education settings), across all ages and grade levels, and across content areas. EI can be used with all learners, but is essential for struggling learners.

Teachers assign students to homogeneous and heterogeneous groups based on explicit learning goals, monitor peer interactions, and provide positive and corrective feedback to support productive learning. Teachers use small learning groups to accommodate learning differences, promote in-depth academic-related interactions, and teach students to work collaboratively. They choose tasks that require collaboration, issue directives that promote productive and autonomous group interactions, and embed strategies that maximize learning opportunities and equalize participation. Teachers promote simultaneous interactions, use procedures to hold students accountable for collective and individual learning, and monitor and sustain group performance through proximity and positive feedback.

Grouping patterns change often depending on lesson goals and objectives and may include (a) homogeneous and heterogeneous small groups, (b) pairs, (c) whole class, and (d) individual instruction (Hoffman,2002;Vaughn & Bos, 2012). Varied grouping arrangements are used flexibly to accommodate learning differences, promote in-depth academic-related interactions, and teach students to work collaboratively. Special education teachers must be skilled in using both homogeneous (same-ability) and heterogeneous (mixed-ability) small groups to help students meet explicit learning goals.

Homogeneous groups are used to provide focused, intensive instruction for students with common instructional strengths and needs and are configured to meet short-term goals and objectives (Cohen & Lotan, 2014).

Heterogeneous groups include students of varied knowledge and skill levels and can serve multiple instructional purposes. Special education teachers use small, mixed-ability groups to engage all students in grade-level content-related conversations, facilitate student thinking and communication skills, and improve interpersonal relationships among students with and without disabilities (Hattie, 2008; Kagan & Kagan, 2009). Teachers monitor small-group interactions, provide positive and corrective feedback, hold students accountable individually and collectively, and sustain group interactions through proximity and feedback.

Teachers use a variety of instructional strategies that result in active student responding. Active student engagement is critical to academic success. Teachers must initially build positive student–teacher relationships to foster engagement and motivate reluctant learners. They promote engagement by connecting learning to students’ lives (e. g., knowing students’ academic and cultural backgrounds) and using a variety of teacher-led (e.g., choral responding and response cards), peer-assisted (e. g., cooperative learning and peer tutoring), student-regulated (e.g., self-management), and technology-supported strategies shown empirically to increase student engagement. They monitor student engagement and provide positive and constructive feedback to sustain performance.

Student engagement lies at the heart of positive academic outcomes. The correlation between student engagement and academic achievement is consistently strong and significant (Brophy, 1986; Rosenshine, 1976). Engagement strategies ensure students are active participants in the learning process and the school environment. Strategies may include group (i.e. cooperative learning groups, peer-assisted learning) or individually focused structures (e.g., personalized positive feedback, enlisting strategies). In addition to strategies to increase participation, teachers use strategies to connect learning to students’ lives and increase students’ value of and interest in the school and feelings of belonging. Marzano and Pickering’s (2011) model of engagement organizes the essential components of engaging students around four questions that reflect the student’s perspective:

How do I feel? Student enthusiasm, enjoyment, and pride (among other emotions) increase student engagement (Skinner, Kindermann, & Furrer, 2008). Students need an environment where they feel safe and supported in order to engage in academic tasks. Students’ feelings of acceptance also play a role in their level of engagement. To address this, teachers:

• Ensure equity and fairness in academic opportunities, including responding to questions, receiving rigorous material, and playing games (Marzano & Pickering, 2011).
• Design the learning environment to encourage active student participation and attention (e.g. table and desk arrangement, group size, location of instruction).
• Build positive personal relationships with students (e.g., know students’ academic and cultural backgrounds; include students’ names in instruction, examples, and text such as word problems; connect instruction to students’ interests; Hattie, 2008).
• Provide positive feedback for students who are actively engaged and attentive (Hattie, 2008).

Am I interested? Student interest and choice are needed for students to be motivated and have ownership in their learning. Teachers:

• Incorporate student interest, choice, and physical movement (Dwyer, Blizzard & Dean, 1996; Dwyer, Sallis, Blizzard, Lazarus & Dean, 2001; Jensen, 2013).
• Keep the momentum of instruction and lesson pace appropriate for the attentional needs of students, including smooth transitions, effective use of instructional time, and effectively preparing students for independent tasks and activities (Emmer & Gerwels, 2006; Kubesch et al., 2009).

Is this important? Students must feel that what they are learning is worthwhile. Teachers need to be explicit in their instructional objectives and relate new information to knowledge students currently have.

Can I do this? Self-efficacy is necessary for a student to put forth effort and persist through difficult tasks. Students need to feel challenged and supported in order to attend to and complete tasks. Teachers:

• Have an awareness of students who are chronically disengaged and make an effort to build a relationship and use strategies to enlist students (e.g., teacher helper, mentoring, lunch buddies, encouragement; Archambault et al., 2009; Appleton et al., 2008; Christenson et al., 2001).
• Develop mastery measures for students to work towards, which is particularly important for students with disabilities who often are functioning on a different academic level than their same-age peers.

Effective student engagement practices hinge on the presence of positive teacher– student relationships and a climate that fosters community, ownership, and identity (Cornelius-White & Harbaugh, 2010; Jensen, 2013). Through his meta-analysis, Hattie (2008) found that teacher–student relationships have a substantial (0.72) effect size related to student achievement . Many other researchers have supported this finding (see Jackson, 2015). Hamre and Pianta (2006) emphasized the developmental nature of student engagement, finding that strong student–teacher relationships in kindergarten have robust effects on students’ school outcomes lasting through eighth grade.

Teachers select and implement assistive and instructional technologies to support the needs of students with disabilities. They select and use augmentative and alternative communication devices and assistive and instructional technology products to promote student learning and independence. They evaluate new technology options given student needs; make informed instructional decisions grounded in evidence, professional wisdom, and students’ IEP goals; and advocate for administrative support in technology implementation. Teachers use the universal design for learning (UDL) framework to select, design, implement, and evaluate important student outcomes.

Students with disabilities benefit when they have access to assistive technology devices and services, and when teachers use instructional technology to support their unique needs.

When discussing the role of technology for supporting individualized needs of students with disabilities, it is appropriate to consider the promise of universal design for learning (UDL ) for designing and delivering high quality instruction. (Basham & Marino, 2013; Rao, Ok, & Bryant, 2014). More recently, ESSA referenced universal design for learning (UDL) as a framework that should be considered when designing and delivering instruction and assessments for all students (see CAST, 2016). UDL is a broad framework that guides a teacher to consider multiple means of representation, engagement, and expression when writing lesson plans, delivering instruction, and evaluating learning (Rose, Meyer, & Hitchcock, 2005).

Teachers match the intensity of instruction to the intensity of the student’s learning and behavioral challenges. Intensive instruction involves working with students with similar needs on a small number of high priority, clearly defined skills or concepts critical to academic success. Teachers group students based on common learning needs; clearly define learning goals; and use systematic, explicit, and well-paced instruction. They frequently monitor students’ progress and adjust their instruction accordingly. Within intensive instruction, students have many opportunities to respond and receive immediate, corrective feedback with teachers and peers to practice what they are learning.

In a schoolwide tiered system of support, the highest level of support is intensive intervention . Typically, this level of inter­vention, commonly referred to as Tier 3 , is delivered by special educators, whereas supplemental intervention (Tier 2) is typically delivered by highly trained general educators. Tier 3 instruction is delivered through a process of data-based individualization (DBI) . Through DBI, teachers start with a validated supplemental intervention and use diagnostic and ongoing progress monitoring data to design highly individualized instruction and continually adapt the intervention and instruction in response to student performance (National Center on Intensive Intervention, 2013). These instructional adaptations comprise intensive instruction . Tier 2 supplemental instruction also uses a research-based intervention to address skill gaps for students below grade level and not making progress with differentiated core instruction. Tier 2 instruction is delivered to small, homogeneous groups of students (approximately four to seven students) and aims to address skills that are foundational to accessing grade-level content, in order to prevent further academic failure.

Tier 3 intensive instruction is highly individualized for students with severe and persistent learning needs who, according to the data, have not responded to evidence-based core instruction and supplemental intervention. Teachers incorporate evidence-based practices that have been proven effective for students with disabilities across all content areas including math, reading, writing and behavior. Intensive instruction integrates cognitive processing strategies; is explicit; integrates opportunities for feedback; and is responsive to student performance data (Baker, Gersten, & Lee, 2002; Santangelo, Harris, & Graham, 2007). Instruction is delivered to a small number of students (no more than three) with similar learning or behavioral needs (WWC, 2009a). Teachers group students based on common learning needs; clearly define learning goals; and use systematic, explicit, and well-paced instruction to address skill gaps.

Teachers use data to identify skills gaps and deliver instruction that is highly focused. Students are taught a small number of high priority, clearly defined skills or con­cepts crucial to their academic success (WWC, 2009a). Within intensive instruction, students have many opportunities to respond and receive immediate, corrective feedback with teachers and peers to practice what they are learning. Their progress is continuously monitored to determine the effectiveness of instruction, and teachers adjust instruction accordingly.

Through the DBI framework, special education teachers closely monitor the effectiveness of a supplementary intervention. When students are not making adequate progress with research-validated supplementary interventions, special educators first intensify instruction by decreasing the group size or increasing the instructional time (Vaughn, et. al., 2012). If these quantitative changes are not sufficient, teachers can intensify instruction by modifying instructional delivery. This includes integrating qualitative strategies to support cognitive processing such as making instruction more explicit and systematic and integrating strategies to support self-regulation, memory, and self-monitoring (Vaughn, et. al., 2012).  For example, special educators may model a math problem-solving strategy using think-alouds and visuals and then introduce a mnemonic to help students remember the strategy.

Research suggests that it takes students with disabilities at least 10 to 30 times more trials to master a skill than it does students without disabilities (WWC, 2009a).

• Intensity can be increased by providing longer instructional sessions or having more frequent sessions.
• One-to-one or small group instruction allows students more opportunities to practice, respond, and receive individualized feedback.

Many students with intensive needs have depressed executive functioning abilities and thus struggle to plan, regulate their performance and emotions, think flexibly about a problem, and manipulate information so that it can be stored in memory. To overcome limitations in this area, students need to learn planning, problem-solving, and self-monitoring approach in both social and academic areas.

 National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention . Washington, DC: Office of Special Education Programs, U.S. Department of Education.

The IRIS Center. (2015).  Intensive intervention (part 1): Using data-based individualization to intensify instruction . Retrieved from  https://iris.peabody.vanderbilt.edu/module/dbi1/

The IRIS Center. (2015).  Intensive intervention (part 2): Collecting and analyzing data for data-based individualization . Retrieved from  https://iris.peabody.vanderbilt.edu/dbi2/

HLP 21 Teach students to maintain and generalize new learning across time and settings.

Effective teachers use specific techniques to teach students to generalize and maintain newly acquired knowledge and skills . Using numerous examples in designing and delivering instruction requires students to apply what they have learned in other settings. Educators promote maintenance by systematically using schedules of reinforcement, providing frequent material reviews, and teaching skills that are reinforced by the natural environment beyond the classroom. Students learn to use new knowledge and skills in places and situations other than the original learning environment and maintain their use in the absence of ongoing instruction.

Generalization and maintenance of newly acquired knowledge and skills by learners is a pervasive problem for students with disabilities, particularly those with autism spectrum disorder (Brown & Bebko, 2012; Phillips & Vollmer, 2012). Generalization involves performing a behavior in environments that differ from the teaching environment (Lee & Axelrod, 2005). Haring and Eaton (1978) suggested that skill development progresses in an orderly sequence: initial accuracy (acquisition), followed by fluency and maintenance, which are followed by generalization. Effective teachers must therefore have the knowledge and skills to incorporate generalization when designing and implementing instruction. Generalization of skills must be systematically programmed instead of assuming it will automatically occur (Alberto & Troutman, 2013; Schindler & Horner, 2005). In order to generalize academic and social learning to settings other than where learning takes place, students need the opportunity to use skills in a variety of settings, with a variety of instructors. Specific instructional techniques include teaching behaviors that can be used in many different situations, teaching the behavior in several different settings with several different instructors, varying instructions and reinforcers, and programming for common stimuli between the natural and teaching settings.

Maintenance of behavior is also essential to the process of learning. Maintenance occurs when newly acquired skills are used in the absence of ongoing instruction . Effective teachers use schedules of reinforcement, systematic reviews of material, and other techniques to promote maintenance of behavior in novel settings, thereby lessening dependence on the teacher (Lee & Axelrod, 2005). They thoughtfully and carefully choose strategies for maintenance and generalization at the onset of teaching new academic or social behaviors and build these strategies into the instructional program.

HLP 22 Provide positive and constructive feedback to guide students’ learning and behavior

The purpose of feedback is to guide student learning and behavior and increase student motivation, engagement, and independence, leading to improved student learning and behavior. Effective feedback must be strategically delivered, and goal directed; feedback is most effective when the learner has a goal and the feedback informs the learner regarding areas needing improvement and ways to improve performance. Feedback may be verbal, nonverbal, or written, and should be timely, contingent, genuine, meaningful, age appropriate, and at rates commensurate with task and phase of learning (i.e., acquisition, fluency, maintenance). Teachers should provide ongoing feedback until learners reach their established learning goals.

Feedback is used to elicit what students know related to academic content, and to provide direct support regarding what students need to do to learn.

Feedback should be timely, meaningful, genuine, specific but succinct, and age-appropriate, and takes many forms including questioning, scaffolding instruction, providing written comments, and providing computer-mediated feedback (Brookhart, 2008; Doabler, Nelson, & Clarke, 2016; Hattie & Timperley, 2007; Thurlings, Vermeulen, Bastiaens, & Stijnen, 2013). Feedback using programmed instruction or the use of extrinsic rewards is not highly effective in improving achievement (Hattie, 2008).  Moreover, rewards are not a central feature of effective instructional feedback, which should be designed to provide information regarding the student’s performance relative to a task.

Feedback should be goal directed; that is, it is most effective when the learner has a goal and the feedback informs the learner regarding how he or she is doing relative to the goal, and what needs to be done to improve progress (Doabler et al., 2016; Hattie, 2008).

Feedback should be clear and tangible, providing the learner with an action that may be taken in response to the feedback that leads toward learning content (Thurlings et al., 2013).

Teachers should also use appropriate and meaningful language , make connections to prior learning, and remind students what they already know (Doabler et al., 2016).

Different forms of feedback may be provided, including feedback about whether content was correct or incorrect, discussing strategies that were used or could be used for more effective learning, and addressing students’ self-regulation (e.g., whether a useful strategy is being applied to solve a problem; Hattie & Timperley, 2007). These types of feedback vary depending on the student’s knowledge regarding the content. For example, providing a student with error-correction feedback when initially learning content or a skill chain improve learning rate, whereas providing error correction when building fluency relative to content can negatively influence learning (Hattie & Timperley, 2007).

Feedback is most effective when addressing faulty interpretations of information (e.g., an inefficient or ineffective strategy to solve a problem), and providing cues to guide the learner toward the use of a more efficient or effective strategy or clearer understanding (Hattie, 2008; Thurlings et al., 2013).

Feedback should be used to engage a student in self evaluation, too, helping students to develop error identification skills and increase their self-regulation, independence, and confidence in learning academic content (Hattie &Timperley, 2007).

Feedback is among the most powerful influences on student achievement (Hattie, 2008). Using feedback effectively requires that teachers have substantial expertise in monitoring what the student knows about a skill or particular content area, and using this information to provide feedback that supports student learning. When feedback is used consistently and well, student educational achievement is significantly enhanced (Hattie & Timperley, 2007).

References cited within this chapter can be found in the original text.

Adapted from McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education . Arlington, VA: Council for Exceptional Children & CEEDAR Center.

 Council of Chief State School Officers,  Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities,

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Essential Requirements and Skills for a Special Education Director: A Deep Dive

Introduction

The role of a Special Education Director plays a vital role in ensuring the success and well-being of students with special needs and learning differences. As a key leader within the field of special education, the Special Education Director oversees and manages various aspects of special education programs, policies, and services. Given the critical nature of this position, it is imperative for individuals in the role of Special Education Director to meet specific requirements and possess a distinct set of essential skills.

In this blog, we will explore the responsibilities and requirements of a Special Education Director in depth. By understanding the significance of this role and the necessary qualifications, we can appreciate the immense impact these professionals play in building education teams of dedicated professionals who work together to foster an inclusive and supportive educational environment for students with special needs. By leveraging their expertise and skills, Special Education Directors collaborate with administrators, teachers, school psychologists , support staff, outside service providers, and parents to ensure that students receive the specialized services and accommodations they require for optimal learning and development.

Understanding the Role of a Special Education Director

A Special Education Director holds a multifaceted and complex role that encompasses various responsibilities and duties within the realm of special education. Their primary objective is to ensure the provision of quality education and support services to students with special needs.

In this section, we will delve into the specific responsibilities and duties that fall under the purview of a Special Education Director. From overseeing Individualized Education Programs (IEPs) and coordinating specialized services to ensuring compliance with legal regulations and fostering collaboration among educators, the Special Education Director plays a critical role in promoting the success and well-being of students with special needs.

Special Education Directors have a profound impact on students, teachers, and the overall special education program. Their expertise and leadership contribute to the development of inclusive learning environments, effective instructional practices, and the implementation of evidence-based interventions. By championing the rights of students with special needs and learning differences, collaborating with teachers and support staff, and shaping the overall direction of the special education program, Special Education Directors have a transformative influence on the educational experiences and outcomes of students.

The roles and responsibilities of a Special Education Director encompass a wide range of essential tasks that contribute to the provision of inclusive and quality education for students with special needs. Some key areas of focus include:

• Overseeing the development and implementation of Individualized Education Programs (IEPs) for students with special needs.
• Coordinating and monitoring specialized services, accommodations, and interventions to meet students' unique learning requirements.
• Ensuring compliance with legal regulations and guidelines related to special education, such as the Individuals with Disabilities Education Act (IDEA) .
• Collaborating with teachers, support staff, and administrators to foster an inclusive and supportive learning environment for students with special needs.
• Providing professional development opportunities and training for educators to enhance their understanding of special education practices.
• Assessing student progress and making data-driven decisions to improve instructional strategies and interventions.
• Advocating for students with special needs and their families, ensuring their rights are protected and their voices are heard.
• Managing and allocating resources effectively to support the special education program.
• Developing and maintaining partnerships with community organizations, agencies, and outside service providers to enhance support services for students with special needs.
• Keeping up-to-date with research and best practices in special education to inform decision-making and program development.

Essential Requirements for a Special Education Director

A. education and certification.

To become a Special Education Director, certain educational qualifications and certifications are required. These requirements ensure that candidates have the necessary knowledge and expertise to effectively lead and manage special education programs and team members. The following points outline the essential requirements in this area:

1. Educational Qualifications: A master's degree in special education, educational leadership, or a closely related field is often required. This advanced degree equips individuals with a deep understanding of special education practices, policies, and strategies. It provides the foundation for effectively overseeing and improving special education programs.

2. Special Education Expertise : In addition to a master's degree, candidates should possess specialized knowledge in the field of special education. This includes a comprehensive understanding of individualized education plans (IEPs) , instructional strategies for students with disabilities and learning differences, behavior management techniques, and relevant laws and regulations.

3. Certification and Licensure : Special Education Directors are typically required to hold specific certifications or licenses. These certifications vary by state and jurisdiction but often include credentials such as a Special Education Administrator certification or Principal certification with a specialization in special education. These certifications validate the director's competence and adherence to professional standards in special education administration.

B. Experience in Special Education

Having relevant experience in special education is crucial for a Special Education Director. Practical experience in teaching or administrative roles within special education provides valuable insights into the unique challenges and needs of students with disabilities. The following points emphasize the importance of experience in this field:

1. Practical Understanding : Relevant experience in the field of special education enables directors to develop a practical understanding of the diverse needs of students with disabilities and learning differences. Through direct interaction with students, teachers, and families, they gain insights into the individualized support required to foster academic, social, and emotional growth.

2. Knowledge of Best Practices : Working in special education allows directors to familiarize themselves with evidence-based instructional strategies , interventions, and accommodations that are effective in meeting the needs of students with disabilities. This hands-on experience enhances their ability to guide and support teachers in implementing effective teaching methods.

3. Collaborative Approach : Experience in special education fosters a collaborative mindset and strengthens the ability to work effectively with diverse stakeholders. Directors with practical experience understand the importance of collaboration among educators, parents, therapists, and other professionals to create a cohesive and inclusive educational environment.

4. Problem-Solving Skills : Through their time in the field, Special Education Directors develop strong problem-solving skills. They encounter various challenges in managing special education programs, such as addressing individual student needs, adapting curriculum, and ensuring compliance with legal and regulatory requirements. Their experience equips them with the ability to analyze complex situations and make informed decisions.

5. Empathy and Advocacy : A background in special education cultivates empathy for students with disabilities and their families. Directors who have worked directly with these students understand their unique strengths, challenges, and aspirations. This empathy drives their commitment to advocating for inclusive educational practices and equitable opportunities for all students.

C. Knowledge of Laws and Regulations

Being well-versed in federal and state laws pertaining to special education is essential for a Special Education Director. Understanding the legal framework ensures compliance and upholds the rights of students with disabilities. The following points highlight the significance of this knowledge:

1. Compliance and Accountability : Special Education Directors must navigate a complex landscape of laws and regulations to ensure compliance with federal and state requirements. They need to be familiar with the Individuals with Disabilities Education Act (IDEA) , a federal law that guarantees the provision of appropriate services and supports to eligible students with disabilities. Additionally, knowledge of state-specific laws ensures adherence to local regulations and guidelines.

2. Individualized Education Plans (IEPs) : Knowledge of laws and regulations enables directors to oversee the development and implementation of Individualized Education Plans (IEPs) effectively. They must understand the legal requirements for developing IEPs, including the identification of a student's unique needs, appropriate goals and objectives, and the provision of necessary services and accommodations.

3. Due Process and Dispute Resolution : Special Education Directors need to understand the procedures and safeguards associated with due process and dispute resolution. This includes knowledge of mediation, impartial hearings, and the rights of parents and students in the special education process. By being well-versed in these areas, directors can ensure fairness and advocate for the best interests of students and their families.

4. Monitoring and Compliance Oversight : Directors are responsible for monitoring the implementation of special education programs to ensure compliance with laws and regulations. This includes overseeing procedural safeguards, ensuring the provision of required services and accommodations, and addressing any issues related to compliance. Knowledge of laws and regulations equips directors to fulfill this oversight role effectively.

5. Collaboration with Legal Professionals : Having knowledge of special education laws and regulations enables directors to collaborate effectively with legal professionals. This collaboration may involve seeking legal advice, interpreting complex legal language, and staying updated on any changes or updates in special education legislation.

D. Leadership and Communication Skills

To be an effective Special Education Director, possessing strong leadership and communication skills is essential. Leadership qualities such as vision, strategic thinking, and decision-making are crucial in overseeing a successful special education program and its team members. A Special Education Director should inspire and motivate staff, foster a positive and inclusive culture, and effectively manage resources. Additionally, excellent communication skills are paramount for collaborating with teachers, support staff, parents, and other stakeholders. Clear and open communication ensures effective teamwork, understanding of individual student needs, and alignment with the overall goals of the program. By exhibiting strong leadership and communication skills, a Special Education Director can create an environment that promotes student success and inclusive education.

Skills and Competencies for a Special Education Director

A. program development and management.

Being able to develop and implement effective special education programs is a key skill for a Special Education Director. This involves designing curriculum that addresses the unique needs of students with disabilities and learning differences, creating appropriate assessment strategies to monitor student progress , and evaluating program effectiveness. A director should possess the expertise to identify and implement evidence-based practices, ensure compliance with relevant laws and regulations, and continuously improve the program to meet the evolving needs of students.

B. Team Building and Collaboration

Building a strong team of teachers and support staff is essential for a successful special education program. A Special Education Director should possess skills in selecting and hiring qualified professionals , fostering collaboration and effective communication among team members, and promoting a positive work environment. By cultivating a supportive and inclusive team culture, the Special Education Director can enhance the overall effectiveness and cohesion of the program.

C. Data Analysis and Decision-Making

The ability to analyze data and make informed decisions is crucial for a Special Education Director. By analyzing assessment results, student outcomes, and program data, they can identify areas of strength and areas for improvement. Data-driven decision-making allows the Special Education Director to implement targeted interventions, adjust instructional strategies, and allocate resources effectively. This skill is vital for continuously improving the quality of special education services and ensuring positive student outcomes. Here are key strategies to track and monitor data, driving program improvements and enhancing outcomes for students with special needs:

• Regularly collect and analyze assessment data to monitor student progress and identify areas of need.
• Utilize data visualization tools to present information in a clear and concise manner.
• Collaborate with teachers and support staff to interpret data and develop action plans based on the findings.
• Use data to identify trends, patterns, and potential gaps in the special education program.
• Implement evidence-based practices supported by research and data analysis.
• Regularly evaluate the effectiveness of instructional strategies and interventions based on data outcomes.
• Utilize data to inform resource allocation and ensure efficient use of available resources.
• Stay updated on the latest research and best practices in special education to make informed decisions.
• Foster a culture of data-driven decision-making among the special education team.
• Continuously monitor and review data to measure the impact of interventions and make adjustments as needed.

D. Advocacy and Parent Engagement

A Special Education Director plays a pivotal role in advocating for students with disabilities and their families. They should possess strong advocacy skills to ensure that students' needs are met and their rights are protected. Building positive relationships with parents and engaging them in the educational process is also essential. By effectively communicating with parents, addressing their concerns, and involving them in decision-making, the Special Education Director can establish a collaborative partnership that supports student success and fosters a sense of inclusivity within the school community.

Becoming a successful Special Education Director requires meeting essential requirements and developing a range of key skills. From possessing the right education and certifications to gaining practical experience in special education, these qualifications lay the foundation for effective leadership. Additionally, a Special Education Director must excel in areas such as program development and management, team building and collaboration, data analysis and decision-making, as well as advocacy and parent engagement. By meeting these requirements and honing these skills, Special Education Directors can create inclusive and supportive environments, driving positive outcomes for students with special needs. Striving to meet these standards is vital for ensuring the success and well-being of every student in the special education program.

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Home » The Role of a Paraprofessional in Special Education

The Role of a Paraprofessional in Special Education

Special education has evolved tremendously over the last several decades, and that evolution has sparked the need for more professionals who can provide specific services to classroom students. 

A paraprofessional is one of those roles that is somewhat recent with roots in the 1960s . Still, these educators are pivotal to today’s general and special education classrooms, allowing students to communicate, learn, and thrive in their school environment. 

As a parent, you might be interested in understanding what paraprofessionals do and the role they play in your child’s classroom. I’ve compiled a helpful guide to introduce you to the paraprofessional role and dive into the many tasks they tackle each day.

A Guide to the Role of a Paraprofessional

What is a paraprofessional in special education, what does a paraprofessional help with, common tasks for paraprofessionals, the vital role of the paraprofessional.

Some schools swap the term paraprofessional for instructional aide, teachers assistants, or another title. Paraprofessional refers to educators who are not certified teachers but provide assistance to students in the classroom.

Paraprofessionals are not only found in special education, but schools use them frequently in this field. These professionals support a general or special education teacher with multiple classroom tasks, ensuring that each student is able to learn to the best of their ability. As such, the paraprofessional typically gets assigned to a classroom rather than one student or group of students. In unique circumstances, a paraprofessional may be assigned to one student if the need is indicated in the student’s IEP . 

In a special education classroom, the paraprofessional provides both individualized and group support to students. It’s the paraprofessional’s responsibility to follow through with the lead teacher’s lesson plans and activities, offering help to students, as needed, to complete assignments and understand instruction. The paraprofessional also helps teachers prepare for the day by organizing lesson plans and activities. 

Although paraprofessionals are not required to have teaching certification or licensure, they’re an integral part of the education system, especially the special education system. Teachers and students in special education rely on their extra set of hands, eyes, ears, and ideas to manage and support their classrooms.

The responsibilities of a paraprofessional can change from day to day based on what their specific classroom, teacher, and students need. They may provide support in each of the following areas:

Teacher Aid

One of the most important ways that paraprofessionals assist the classroom is by helping the special education teacher. The paraprofessional offers a hand in organizing and preparing materials for the day, going over IEPs and 504 plans to ensure that progress is being made toward goals, and setting up the classroom for productivity.

While the teacher instructs students through lessons, the paraprofessional may work with a small group of students who need extra help. They also walk around the classroom to assist students in assignment completion or test-taking. The paraprofessional and teacher together act as a team to offer as much support to students as possible, also allowing the teacher to focus on their primary responsibilities.

Educational Aid

A paraprofessional supports the classroom, and their support often goes to students who need extra help with assignments, tests, or understanding instruction. Paraprofessionals may oversee students during tests, offer additional instruction after the teacher completes their lesson, or help a group of students who need reading support complete their assignment.

As an educational assistant, the paraprofessional may also, under the guidance of the teacher, tweak lessons or activities for students with an IEP who need modifications or to work on a specific goal. Paraprofessionals in special education may spend some time each day working individually with students while the rest of the day is reserved for the classroom’s educational support.

Physical Aid

A special education classroom may have students with physical disabilities who need help moving from one area of the classroom to another, sitting up, eating, or writing. A paraprofessional can assist with physical tasks so that the teacher can focus on instruction. 

Safety is a priority for paraprofessionals in this area. Paraprofessionals keep an eye on students with physical disabilities to ensure that they’re safe and secure at all times, especially when using medical equipment. But they also must have a clear understanding of how to use the child’s special equipment and what the student’s physical needs are to assist them safely.

Behavioral Aid

Classrooms including students with behavioral needs can benefit from a paraprofessional’s extra set of hands, eyes, and ears. Paraprofessionals often become secondary observers in the classroom to keep students on task and prevent potential safety issues. They also might work with students with behavioral needs separately on some tasks that typically trigger specific behaviors from the student when in the usual classroom setting.

Paraprofessionals complete numerous tasks in the classroom by helping the teacher and students. Here, I detail the different kinds of tasks you might expect a paraprofessional to do in the classroom.

Paraprofessionals start most days by observing the classroom and students. Observance includes meeting with the teacher, reviewing the plan for the day, and learning what the teacher expects help with. The paraprofessional may also walk around to gauge the classroom climate and determine what students may need assistance with specific tasks.

Here are a few examples of paraprofessional observance tasks:

• The paraprofessional sees a group of students reading together and sits nearby with a notepad to jot down some questions to ask when they’re finished.
• During a classroom assignment, the paraprofessional sees a student having difficulty writing the letters “b” and “d” facing the right direction and reports the observation to the teacher.
• The paraprofessional circles the room during a period of test-taking to ensure that students stay on task. 
• After working one-on-one with a student on an IEP math goal, the paraprofessional reports on the child’s progress to the teacher.

Supportive tasks consume most of a paraprofessional’s day. These are the tasks where the paraprofessional physically assists the teacher and students with classwork, projects, and other tasks. Supportive tasks also include those that support the classroom as a whole, such as organizing activity bins for the following day or adding labels to classroom items and furniture.

These tasks can vary greatly with each classroom, teacher, and student. Here are some examples:

• After showing a shoe-tying video to a student, they tie their laces with little help. Then, the paraprofessional offers reinforcement.
• The paraprofessional assists students with a classroom project while the teacher finishes a child’s evaluation.
• Before class begins each day, the paraprofessional reminds students of the classroom expectations.
• A student arrives at school with a note from a parent saying that they struggled with their homework the previous night. The paraprofessional reads a book to the class while the teacher spends one-on-one time with the student reviewing the lesson from yesterday.

Communication

Paraprofessionals also assist in bridging communication gaps between teachers, students, schools, and parents or guardians. As an extra person in a classroom, the paraprofessional can ensure that each person is on the same page. Here’s how that might look in the classroom:

• The paraprofessional may attend a child’s IEP meeting with the special education teacher to provide extra insight.
• During instructional time, the paraprofessional walks around the room to ask if students have any additional questions or explain anything they don’t understand. 
• A paraprofessional with knowledge of a specific language, like Spanish or American Sign Language, interprets for English language learners or students hard-of-hearing.
• After a student completes their classroom assignment within the allotted time frame, the paraprofessional responds with reinforcement.

Virtual vs. Traditional Classrooms

Today’s modern classrooms look different than they did in the past. With some special education classrooms going virtual, the paraprofessional’s tasks remain the same, but the way the aide executes them can vary.

For instance, supportive tasks can be pretty challenging in a virtual classroom setting. Paraprofessionals can adapt by assisting learners one-on-one or in groups in breakout sessions. They also might provide help to students and families by gathering and offering digital resources or assist teachers with preparing digital resources and assignments for learners.

For some paraprofessionals, attending special education conferences and webinars could provide helpful skills for assisting in virtual classrooms.

Paraprofessionals are arguably some of the most integral people in the special education system. Not only do they provide an incredible amount of support to learners, but they also assist teachers, schools, parents and guardians, and the special education classroom as a whole.

Have you thought about becoming a paraprofessional (people experienced with kids in the special education system often make the best ones!). Perhaps you would like to learn more about the pathway taken to enter this role? If so, explore my guide to becoming a paraprofessional in special education. 

If you have any questions or would like to talk about a fantastic paraprofessional who you know, please leave a comment below or send me an email!

About the author

Emily Cummings

I am a mom of two crazy, amazing, independent, little feminists. They bring so much light to my life and a lot less sleep. Since becoming a mother and increasingly in the last year, I have witnessed parents struggling to connect with their child's special education team with no success. I have become more aware of the gaps in our public school system and how parents may benefit from empowerment and advocacy tools.

My work experiences range from a juvenile detention center to an autism specialist in the Issaquah School District and a special education teacher in a self-contained program in the Lake Washington School District. My master's in teaching focused on special education and behavioral disorders from Seattle Pacific University. I completed my BCBA coursework from Montana State University.

Want to get in touch?

I'm happy to help however I can. Email me at hello at behaviorist .com.

Special Education Paraprofessional Duties and Responsibilities

Imagine entering a diverse classroom with a range of pupils, each with particular talents and weaknesses. Imagine joining a team that is in charge of ensuring their success. This is the reality for paraprofessionals in special education, who are essential to the education and growth of students with exceptional needs. But what does this position entail? What are the Special Education Paraprofessional Duties and Responsibilities? We’ll go into the responsibility of a special education paraprofessional in this blog post and what it takes to succeed in this demanding and satisfying vocation.

What is a Special Education Paraprofessional?

Special education paraprofessionals are crucial in supporting children with disabilities, making them an essential component of the educational system. But what does this position entail?

A special education paraprofessional is fundamentally a member of the support staff who collaborates closely with educators, students, and families to make sure that kids with disabilities receive the instruction and assistance they require to achieve. According to the National Association for Special Education Teachers , This can entail supporting kids individually, helping with classroom activities, and coordinating services and resources with families.

What is the Special Education Paraprofessional Job Description?

A special education paraprofessional is an essential component of disabled kids’ success. They foster a supportive and welcoming learning environment by offering essential support to teachers and students. A special education paraprofessional’s job description is broad and includes various duties, from providing one-on-one support to helping with everyday tasks.

Working one-on-one with students who require more support is one of a special education paraprofessional’s main responsibilities. This can be assisting with homework, giving each student their attention, or promoting dialogue between the teacher and the students. Paraprofessionals in special education foster an inclusive learning environment and make students with disabilities feel respected and supported.

Why is a Special Education Paraprofessional’s Role Important?

So why is this role so important? Simply defined, paraprofessionals in special education are essential in bridging the knowledge gap between students with disabilities and the educational resources they require to succeed. According to the U.S. Department of Education , they contribute to the development of a welcoming and inclusive learning environment where all students can succeed with their expertise, compassion, and dedication.

You must possess a high school diploma or its equivalent and a willingness to improve the lives of individuals with disabilities if you want to work as a special education paraprofessional. Additionally, you’ll need to be patient and empathic, have excellent interpersonal skills, and be a good communicator. You could play a crucial part in assisting kids with disabilities to realize their full potential if you possess these skills and a love for helping others. Here’s an example of a cover letter for a paraprofessional special education role .

What are the Special Education Paraprofessional Duties and Responsibilities?

What are the duties of a Special Education Paraprofessional? Paraprofessionals in special education are crucial in aiding students with disabilities in the classroom. To make sure that children get the help they need to achieve, they collaborate closely with educators and other professionals. Depending on the student’s and the school’s needs, a special education paraprofessional’s specific roles may vary. However, some typical duties include:

• Helping teachers manage and organize their classrooms may entail preparing materials, controlling student behavior, and maintaining a secure and encouraging learning environment.
• Supporting kids with special needs: Paraprofessionals can work one-on-one or in small groups with students, giving specialized education and support, assisting with basic needs, and offering physical or emotional support as necessary.
• Implementing individualized education plans (IEPs): Paraprofessionals may aid in carrying out the goals and objectives stated in each student’s IEP by offering modifications, helping with reading or arithmetic homework, or keeping track of a student’s progress.
• Working closely with teachers, therapists, and other professionals: Special education paraprofessionals collaborate with teachers, therapists, and other professionals to guarantee that kids get the support and resources they require to achieve.
• Tracking and recording student development may fall within the purview of paraprofessionals, who share this information with teachers and other professionals.
• Supporting instruction: Paraprofessionals can help teachers with class design and execution and give extra help to students who require it.

These are only a few examples of the tasks and obligations of a paraprofessional in special education. It is crucial to remember that the position can be demanding and may call for flexibility on all levels—physical, emotional, and mental—as well as excellent interpersonal, communication, and organizational abilities. However, it is also a pleasant and gratifying profession that may enhance the lives of kids with disabilities.

Paraprofessional Duties Checklist

A special education paraprofessional’s responsibility can include the following:

• Supporting students with special needs
• Implementing individualized education plans
• Working with other professionals and teachers
• Documenting student progress,
• Offering instructional support,
• Administering assessments
• Attending meetings and training sessions,
• Adapting materials and activities
• Maintaining a safe and positive learning environment

It’s crucial for paraprofessionals to comprehend their precise responsibility in their position.

Paraprofessional Skills and Qualifications

Special education paraprofessionals must possess the following abilities and credentials to succeed in the field:

• Strong communication abilities: Paraprofessionals need to speak clearly with parents, teachers, and other professionals, as well as kids with special needs who may have trouble communicating.
• Patience and empathy are necessary for paraprofessionals to provide tailored assistance and encouragement while working with pupils who have special needs because doing so might be difficult.
• Flexibility and adaptability are important because a special education paraprofessional’s job can be demanding and require the capacity to multitask and adjust to changing circumstances.
• Organizational abilities: To guarantee that kids receive the care they require, paraprofessionals must be able to manage a hectic and demanding schedule, keep accurate records, and maintain organization.
• Grasp of special education laws and policies: To guarantee that they are giving kids the right support, paraprofessionals must have a fundamental understanding of special education rules and policies, such as the Individuals with Disabilities Education Act (IDEA).

Before pursuing a career in this sector, it is crucial to learn about the educational requirements in your area, as some states or employers may have special qualifications or educational requirements .

How Much is the Special Education Paraprofessional Salary?

How much does a paraprofessional make an hour? Special education paraprofessional hourly rates depend on several factors.

The salary for paraprofessionals working in special education can vary significantly based on several variables, including geography, educational attainment, and years of experience. However, the U.S. reported that in May 2020, the median hourly pay for this occupation in the country was $16.76. Occupational Labor Statistics (BLS).

Due to a higher cost of living or more demand for the position, the compensation for special education paraprofessionals may be higher in various states and localities. For instance, the average hourly pay for paraprofessionals working in special education in California was $19.36, whereas it was $18.94 in New York.

Paraprofessional Education Level and Experience

The education level of a special education paraprofessional might have an impact on income in addition to location. A bachelor’s degree or higher may be necessary to make more money than just a high school diploma or equivalent. The same is valid for people who have completed additional special education coursework or certificates.

The pay for paraprofessionals working in special education might also vary depending on years of experience. Due to their greater level of competence and understanding in the sector, those with more experience can sometimes demand a larger wage.

It’s important to remember that while money is a crucial consideration, it is not the only one to consider when considering a career as a special education paraprofessional. Other elements, including work-life balance, job happiness, and the potential to improve the lives of students with disabilities, should also be considered.

Overall, the pay for paraprofessionals working in special education might differ significantly based on the region, degree of education, and years of experience. However, it is typically regarded as solid and secure employment with room for professional development.

Why Are Paraprofessionals Paid So Little?

Because they often have less education and training than professionals in the same industry, paraprofessionals are frequently paid at low rates. Additionally, there may be a surplus of workers due to a high demand for paraprofessional positions in some regions, which will pull wages downward. Additionally, funding for paraprofessional roles in social services and education may be constrained, which may impact the amount of money available for compensation. It is crucial to remember that the precise causes of low pay can differ depending on the setting and nature of the paraprofessional role. We hope you enjoyed Today’s discussion on Special Education Paraprofessional Duties and Responsibilities.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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