special education teacher roles and responsibilities

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Special Education Teachers: Roles and Responsibilities

Introduction

Importance of special education teachers in the education system.

Special education teachers play a vital role in the education system by ensuring that students with disabilities, learning differences, and special needs receive the support and accommodations they require to succeed academically and socially. These dedicated educators are equipped with specialized training and expertise to address the unique learning challenges of students with diverse abilities. By fostering inclusive learning environments, they enable every student to access quality education and reach their full potential. The impact of special education teachers goes beyond the classroom, as they collaborate with parents, administrators, and other professionals to create personalized education plans and provide ongoing support for students' growth.

In this comprehensive blog, we will examine the roles and responsibilities of special education teachers, shedding light on their crucial contributions to the education system. From defining the role of special education teachers in educational settings to exploring their qualifications and training requirements, this blog offers valuable insights into the essential aspects of their profession. We will also discuss the various responsibilities they undertake, including conducting assessments, developing individualized education plans (IEPs) , collaborating with stakeholders, and managing behavioral challenges. Additionally, we will explore the concept of inclusive education and classroom adaptations, highlighting strategies for supporting students with diverse learning needs in mainstream classrooms. We aim to provide a deeper understanding of the challenges and rewards of special education teaching while emphasizing the significance of supporting these educators to create an inclusive and empowering learning environment for all students.

What is a Special Education Teacher?

Role in educational settings.

Special education teachers are highly trained professionals who play a crucial role in providing individualized support and instruction to students with disabilities, learning differences, and special needs. These dedicated educators work in various educational settings, including public and private schools, specialized learning centers, and inclusion classrooms. Their primary objective is to ensure that every student, regardless of their unique learning differences and challenges, has equal access to quality education and opportunities for academic and social growth.

Special education teachers employ a student-centered approach, tailoring instruction and accommodations to meet each individual's specific needs. They collaborate closely with students, parents, general education teachers, and other specialists to develop and implement Individualized Education Programs (IEPs). These personalized plans outline specific learning goals , services, and accommodations required to support the student's educational journey effectively. Additionally, special education teachers may work with students in small groups or on a one-to-one basis, providing specialized instruction and interventions to address academic, behavioral, and social-emotional needs.

Qualifications and Training Requirements

Becoming a special education teacher requires a specific set of qualifications and training. To pursue a career in this field, individuals typically need a bachelor's degree in special education or a related field. Some educators may choose to specialize further by earning a master's degree or additional certifications in areas such as autism spectrum disorders or learning disabilities.

In addition to academic qualifications, special education teachers must obtain state-level teaching credentials or licensure to work in public schools. Requirements for licensure vary from state to state, but most entail completing a teacher preparation program, passing standardized tests, and completing a designated period of supervised teaching experience.

Continuous professional development is also a vital aspect of a special education teacher's career. To stay abreast of the latest research, instructional methodologies, and best practices in the field, educators participate in workshops, conferences, and training sessions. By continually expanding their knowledge and skills, special education teachers ensure they are equipped to provide the highest level of support and advocacy for their students with disabilities.

Roles and Responsibilities of Special Education Teachers

Individualized instruction and curriculum adaptation.

One of the primary responsibilities of special education teachers is to provide individualized instruction to meet the diverse learning needs of their students. They carefully assess each student's strengths, weaknesses, and learning styles to tailor their teaching approaches accordingly. Special education teachers adapt the general curriculum to accommodate various learning challenges and ensure that all students can access and engage with the material effectively. By using differentiated instructional strategies and providing necessary accommodations, they create inclusive and supportive learning environments for their students.

Conducting Assessments and Identifying Learning Needs

Special education teachers are skilled in conducting various assessments to gauge their students' academic and developmental progress. They use formal and informal evaluations to identify specific learning needs and gather valuable data to inform their instructional planning. Through ongoing assessment, special education teachers can help determine a student's current level of functioning, track their growth, and identify areas where additional support is required. These assessments play a crucial role in the development of personalized learning goals and help ensure that every student receives the appropriate level of support to succeed academically and socially.

Developing and Implementing Individualized Education Plans (IEPs)

Creating and implementing Individualized Education Plans (IEPs) is a central aspect of a special education teacher's role. Working collaboratively with the student, their parents, general education teachers, and other specialists, they develop comprehensive IEPs that outline specific academic and behavioral goals, as well as the necessary accommodations and services to support the student's progress. Special education teachers regularly monitor and adjust the IEPs based on ongoing assessment data, ensuring that the plans remain relevant and effective in addressing the student's changing needs.

Collaborating with Students, Parents, Teachers, and Support Staff

Effective collaboration is vital for the success of students with disabilities, and special education teachers are at the forefront of this effort. They maintain open lines of communication with parents, providing regular updates on their child's progress and discussing strategies for continued growth. Special education teachers also collaborate with general education teachers and support staff to promote inclusion and ensure that students receive the appropriate support in the general classroom setting. Special education teachers also collaborate closely with their students to develop personalized learning strategies and create an inclusive and supportive educational experience tailored to each student's unique needs and strengths. Through these collaborative efforts, special education teachers foster a supportive and cohesive educational community that prioritizes the well-being and success of all students.

Supporting General Education Teachers and Fostering Inclusive Classrooms

In addition to their direct work with students, special education teachers play a vital role in supporting general education teachers within the school community. They provide valuable insights and expertise to help general education teachers effectively accommodate and differentiate instruction for students with diverse learning needs in inclusive classrooms. Special education teachers collaborate with their peers to share best practices, instructional strategies, and resources, fostering an environment of mutual learning and professional growth. By working hand in hand with general education teachers, special education teachers contribute to a cohesive and inclusive educational approach that benefits all students in the school.

Monitoring Student Progress and Providing Supportive Feedback

Special education teachers closely monitor their students' progress throughout the school year. They collect data on academic achievements, social skills development, and behavioral improvements to assess the effectiveness of instructional strategies and interventions. This data-driven approach allows them to make informed decisions about instructional adjustments and identify areas where additional support may be needed. Moreover, special education teachers offer constructive feedback and encouragement to their students, cultivating a positive and growth-oriented learning environment that boosts students' confidence and motivation to succeed.

Managing Behavioral Challenges and Promoting Positive Behavior

In addition to academic support, special education teachers play a vital role in addressing behavioral challenges and promoting positive behavior in their students. They employ evidence-based strategies to manage behavior, create behavior intervention plans, and teach self-regulation and coping skills. By fostering a positive and nurturing classroom environment, special education teachers help students develop appropriate social behaviors, emotional regulation, and conflict resolution skills. Through their guidance and support, students learn to navigate social interactions effectively and develop crucial life skills that contribute to their overall success and well-being.

Inclusive Education and Classroom Adaptations

Strategies for inclusion of students with disabilities.

Inclusive education is a fundamental aspect of a special education teacher's role. They work closely with general education teachers to ensure that students with disabilities are integrated into regular classrooms and receive the necessary support to thrive. Special education teachers collaborate with their colleagues to develop differentiated teaching strategies that accommodate diverse learning needs. These strategies may involve providing additional resources, adjusting instructional methods, or offering flexible assessments to accommodate individual learning styles and abilities.

Differentiation and Modification Techniques

Special education teachers excel in using differentiation and modification techniques to meet the unique needs of each student in the inclusive classroom. They tailor lesson plans and materials to address various learning profiles, making content accessible and comprehensible to all students. Through differentiation, they provide varied approaches to learning, allowing students to engage with the curriculum in ways that align with their strengths and interests. Moreover, modification techniques are employed to adapt the complexity and depth of content, enabling students with disabilities to actively participate in the learning process and achieve academic success.

Creating Accessible Learning Environments

An essential aspect of fostering inclusive classrooms is creating accessible learning environments. Special education teachers collaborate with school staff and administrators to implement physical and instructional adaptations that support students with disabilities. They ensure classrooms are equipped with appropriate assistive technologies and provide accessible materials for students with sensory impairments or other specific needs. Additionally, they guide general education teachers in fostering a positive and supportive atmosphere where all students feel valued and respected, fostering an inclusive educational experience for everyone.

Special Education Teachers and Multi-Tiered Systems of Support (MTSS)

Implementing response to intervention (rti) frameworks.

Special education teachers play a pivotal role in implementing Multi-Tiered Systems of Support (MTSS) within the Response to Intervention (RTI) framework. They collaborate with general education teachers, school psychologists , and other support staff to design and implement tiered interventions that address students' varying academic and behavioral needs. Through early identification and ongoing progress monitoring, special education teachers use data-driven decision-making to identify students who may benefit from additional support and implement targeted interventions to address their specific challenges.

Supporting Students in Tiered Interventions

Within the MTSS, special education teachers provide direct support to students across all tiers of intervention. In Tier 1, they support the general education classroom by providing differentiation and accommodations to meet the diverse needs of students. In Tier 2, they deliver targeted interventions to small groups of students who require more specialized support to close learning gaps and improve academic and behavioral outcomes. In Tier 3, they work intensively with individual students who need more individualized and intensive interventions to overcome significant challenges. Special education teachers collaborate with other professionals to ensure a cohesive and integrated support system that empowers all students to succeed academically and socially.

As key team members within the MTSS, special education teachers facilitate the effective implementation of interventions and provide valuable insights to optimize the overall support structure for students. Their expertise in evidence-based practices and individualized instruction plays a vital role in fostering a positive and inclusive learning environment that ensures each student reaches their full potential.

Assisting Students with Transition Planning

Preparing students for post-school life.

Special education teachers play a crucial role in assisting students with disabilities in preparing for life after high school. Transition planning is a critical aspect of their responsibilities, focusing on helping students smoothly transition from the school environment to post-school life, whether it be college , vocational training, employment, or other community-based opportunities. Special education teachers work closely with students, their families, and other stakeholders to identify students' strengths, interests, and preferences. Through person-centered planning, they develop individualized transition plans that align with students' aspirations and abilities, empowering them to pursue their goals confidently.

Collaboration with Transition Teams and Agencies

Collaboration is key in effective transition planning, and special education teachers collaborate extensively with transition teams and community agencies to ensure comprehensive support for students with disabilities. They work alongside school counselors, social workers , vocational rehabilitation counselors, and community service providers to connect students with appropriate resources and services. Special education teachers facilitate smooth transitions by actively involving students in the decision-making process, empowering them to take ownership of their goals and navigate the post-school landscape successfully.

By fostering a strong partnership between schools, families, and community agencies, special education teachers ensure that students with disabilities have a well-rounded and individualized transition plan. This comprehensive approach not only supports students' academic growth but also equips them with the skills and resources necessary for a successful transition to adulthood and a fulfilling post-school life.

Working with Parents and Families of Students with Special Needs

Building effective communication and partnerships.

Special education teachers recognize the vital role of parents and families in their students' education journey and prioritize building effective communication and partnerships with them. They foster an open and collaborative environment where parents feel valued, heard, and actively involved in their child's education. Regular parent-teacher conferences , progress updates, and feedback sessions are integral to keeping parents informed about their child's academic and social progress. Special education teachers actively seek input from parents to gain a deeper understanding of their child's strengths, challenges, and aspirations, ensuring that the educational approach is tailored to meet the unique needs of each student.

Providing Parent Education and Resources

Supporting parents and families is an essential aspect of a special education teacher's role. They provide parent education and resources to equip families with valuable knowledge and skills to advocate for their child effectively. Special education teachers help parents understand the special education process, including Individualized Education Plan (IEP) development and their rights under the law. They offer guidance on accessing community resources and support services that can enhance their child's learning and well-being. By collaborating with parents as true partners, special education teachers empower families to actively participate in their child's education and create a strong support system both in and outside of the school setting.

By fostering strong and collaborative relationships with parents and families, special education teachers ensure a holistic and supportive approach to their students' education. These partnerships not only enhance students' learning experiences but also create a unified and compassionate support network that promotes the overall well-being and success of students with special needs.

Challenges and Rewards in Special Education Teaching

Addressing burnout and self-care strategies.

Special education teaching can be both rewarding and demanding, with unique challenges that teachers face daily. One significant challenge is the potential for burnout due to the emotional and physical demands of working with students with diverse learning needs. Special education teachers often navigate complex situations, individualized plans, and behavior management, which can lead to stress and fatigue.

To address burnout, special education teachers prioritize self-care strategies to maintain their well-being and effectiveness in the classroom. They make time for personal pursuits, engage in hobbies, and seek emotional support from colleagues and mentors. Regular exercise, mindfulness practices, and setting healthy boundaries between work and personal life play a crucial role in maintaining resilience and preventing burnout. Schools and educational institutions that value their special education teachers also provide professional development opportunities, peer support groups, and access to counseling services, further promoting well-being and job satisfaction.

Celebrating Success Stories and Impact on Students

Despite the challenges, special education teachers find immense reward and fulfillment in witnessing their students' progress and growth. Celebrating success stories and recognizing the positive impact on students' lives serve as a powerful source of motivation and inspiration. Special education teachers take pride in the progress of their students, whether it's academic achievement, improved social skills, or increased self-confidence.

The sense of accomplishment in helping students overcome obstacles and achieve their potential reinforces the dedication and passion of special education teachers. Each milestone, no matter how small, becomes a reason to celebrate and reaffirms their commitment to making a difference in the lives of their students. The bond formed with students and their families creates a profound sense of purpose and fuels the passion for special education teaching. Knowing that they play a pivotal role in shaping the future of their students and witnessing the transformative impact they have on young lives makes the challenges worthwhile and the rewards immeasurable.

Special education teachers are instrumental in fostering inclusive education by providing personalized support to students with diverse learning needs. They adapt curriculum, conduct assessments, and collaborate with various stakeholders to create an empowering learning environment. Their dedication helps break down barriers and ensures every student can thrive academically and emotionally.

To ensure academic success and holistic development, it is crucial to prioritize special education and provide ongoing support to these exceptional educators. Celebrating their contributions and investing in their professional growth will further strengthen the foundation of inclusive education. Let us unite in recognizing and empowering special education teachers, as they play a pivotal role in shaping the future of education and transforming the lives of their students.

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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.

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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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Roles & Responsibilities of Special Education Teachers

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Interesting Facts About Being a Special Ed Teacher

The pay scale for paraeducators, how to become a director of a day care.

• Jobs for a Teacher Who is Changing Careers
• Things to Know to Be a Kindergarten Teacher

A special education teacher provides academic intervention and support for children with unique needs. Serving as an advocate and a teacher, a special education teacher works with classroom teachers, counselors and family members to write an individualized education programs (IEPs) for children who are struggling academically, socially and personally. Assessment, instructional planning, and teaching are primary duties of this position. Special education teachers work with students who have behavioral issues, learning disabilities, visual impairment, autism, or are gifted and talented.

Job Description

Every day presents a new challenge and new job duties for a special education teacher. Hands-on time with students is focused on supplemental instruction, individualized academic and behavioral support, and assessing students who have IEP’s on file. Special education teachers serve as a consultant to classroom teachers to offer advice about how to help at-risk students succeed in the classroom. Administrative tasks consume a large portion of the day for special education teachers. Lesson planning, updating case files of students receiving special assistance and writing new IEP’s are regular job duties. Often, special education teachers supervise instructional assistants and this requires managing their daily work and coaching them about how to work with assigned students. Finally, special education teachers regularly communicate with parents, teachers and administrators about student progress, classroom needs and special concerns that may arise.

Education Requirements

An undergraduate degree in special education is a solid foundation for this career. This four year program includes courses like the exceptional learner, learning environment, assessment, differentiating instruction for special needs learners, and health issues of special needs students. You can further specialize by taking courses that focus on behavioral issues, emotional disturbances, autism, or exceptional talent. Classroom observation and a semester of student teaching provides practical application of academic learning. Finally, you will need to pass a licensing exam to become certified as a special education teacher. Some states have increased qualifications and include a Master’s degree. Many special-education graduate programs can be completed online, and teachers may be able to teach provisionally, while completing this degree. Contact the department of education in your state to confirm specific requirements.

The median annual wage for a special education teacher is $58,980. Most teachers work 10 months a year. Special education teachers working 12 months a year may have the opportunity to earn more.

Years of Experience

New special education teachers often are overwhelmed by the workload and the emotional rigor of the job. Experienced special education teachers have a developed support system and are more equipped to manage daily work flow. Career advancement opportunities include supervision of other special education teachers and oversight for special education services, district wide.

Job Growth Trend

The field of special education is expected to grow by eight percent between now and 2026. Federal mandates include special education for students who qualify for an IEP. This provides a stable job future for special education teachers.

• Bureau of Labor Statistics: Special Education Teachers
• Western Illinois University: special education

Dr. Kelly Meier earned her doctorate from Minnesota State Mankato in Educational Leadership. She is the author and co-author of 12 books focusing on customer service, diversity and team building. She serves as a consultant for business, industry and educational organizations. Dr. Meier has written business articles and books for Talico, Inc, Dynateam Consulting, Inc. and Kinect Education Group.

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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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Special Education Teacher Job Description

Special education teachers facilitate lessons with students who have physical, intellectual, emotional, and/or learning disabilities.

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Special Education Teacher Job Description Template

We are looking for a compassionate special education teacher with experience teaching students with special needs. The ideal candidate will be patient, innovative, and organized.

To be successful as a special education teacher you should be committed to helping students, offering support to overcome practical obstacles to their learning.

Special Education Teacher Responsibilities:

• Facilitating lessons in a manner that will be effective despite a student's disability.
• Providing support for students both academically and personally where necessary.
• Respecting students and treating them with dignity in the learning environment.
• Preparing lessons in advance with the needs of learners in mind.
• Designing activities to achieve the learning goals of the students.

Special Education Teacher Requirements:

• A bachelor's degree in education.
• Previous experience working with students with special needs.
• Excellent verbal and written communication skills.
• Knowledge of teaching practices for students with special needs.
• Specialization in Special Education would be advantageous.

Related Articles:

Special education teacher interview questions, learning specialist job description, learning specialist interview questions, teacher job description, teacher interview questions.

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Special Education Teacher Responsibilities

Teaching Jobs

As a special education teacher , you are responsible for educating children who have individual special needs due to a wide range of disabilities.

While many of your responsibilities fall under general educator duties, several of your day-to-day tasks include modifications and accommodations specific to the field of special education. 

To understand the full scope of the different special education teacher responsibilities, it’s helpful to begin with who these important educators serve.

Who Special Education Teachers Serve

Special education educators often serve kids in multiple grade levels, though many typically work with either elementary students or secondary students at middle or high schools. However, in Texas, special education teachers are certified in grades EC (early childhood) through 12. 

While every child is unique, the Individuals with Disabilities Education Act breaks disabilities into 13 categories: 

• Specific learning disability (SLD) - e.g., dyslexia, dyscalculia, dysgraphia
• Other health impairments - e.g., ADHD
• Autism spectrum disorder (ASD)
• Emotional disturbance - e.g., obsessive-compulsive disorder, depression, bipolar
• Speech or language impairment
• Visual impairment / blindness
• Hearing impairment
• Deaf-blindness
• Orthopedic impairment
• Intellectual disability
• Traumatic brain injury
• Multiple disabilities

It’s important to note that some of the disabilities above are divided into separate categories when they may otherwise be linked together. For example, deafness and hearing impairment have their own categories since they require very different interventions for children with disabilities in a special education classroom.

The primary role of a special education teacher is to work with students who have learning, mental, emotional or physical disabilities. This type of specialized teacher takes general education lessons and adapts them to meet students’ needs. 

A special education teacher often teaches these lessons to students who have mild to moderate disabilities, but also may teach basic skills to students with more severe disabilities. Special education teachers are found in both public schools and private schools.

While your responsibilities may place you in a general education classroom working side-by-side with a classroom teacher, you may also have your own classroom that has a lower teacher-to-student ratio. Your responsibilities may also entail tutoring special needs students privately.

Another main responsibility of a special education teacher is to develop and implement a student’s individualized education program, or IEP . This is a legal document that helps determine the exact mix of general and specialized education a student should receive. 

You will work with a committee of educators, social workers and other experts, along with the student’s parents, to draft the IEP and update it throughout the year based on the student’s progress. To create and maintain an IEP, you will need to perform routine assessments of a child’s skills, both academically and socially. 

In addition to creating and maintaining IEPs, other unique responsibilities of a special education teacher include:

• Applying a variety of special education skills and techniques to reach students in different ways
• Teach and reinforce socially-acceptable behaviors to students who may struggle interacting with others
• Keep accurate information about student progress that can be helpful during routine special education assessments
• Collaborate with general education teachers and other specialists like speech therapists, occupational therapists, social workers and physical therapists
• Serve as an advocate for a student with a disability
• Help promote inclusive classrooms
• Providing approved testing assistance during standardized exams

Additional Teacher Responsibilities

These responsibilities include:

• Creating lesson plans
• Providing direct and indirect instruction
• Creating a supportive and positive learning environment
• Encouraging students to be curious, investigate and explore their own ways of interacting with the world
• Meeting with parents to discuss how all parties can support the child
• Keeping accurate records of how a child excels and where the child may need additional help
• Recording student performance
• Performing regular testing and assessments
• Researching and developing new teaching methods and materials
• Performing daily administrative tasks

To renew a teaching credential in Texas, you also have the responsibility of meeting continuing professional education (CPE) requirements. Examples of continuing education activities should be related to your special education certificate that is being renewed and can include professional development activities like workshops, conferences and in-service or staff development given by an approved registered provider.

How To Become A Special Education Teacher

If you’re considering becoming a special education teacher, it’s important to ACT NOW . In Texas, testing requirements are constantly changing, and in just a year or two it could become significantly more time-consuming and complicated to earn your Texas teacher certification .

A popular option for those who have already earned their bachelor’s degree and want to change careers is enrolling in an alternative teacher certification program . This type of Educator Preparation Program (EPP) offers you a path toward state-issued certification by enrolling in online or in-person courses or a combination of both. 

Once enrolled in a teacher certification program, you will:

• Set up an account with Texas Education Agency (TEA)
• Undergo a background check
• Start your training to learn how to work with special ed students (you’ll need a minimum of 300 hours of training)
• Take your special education content exam to get your intern certificate
• Find and complete a student teaching internship that provides you with real-world experience
• Finish up your training and take final certification exams
• Apply for a standard special ed certification
• Begin job hunting for employment in school districts

Working with a quality teacher preparation program that treats you as an individual and not just a number is key to having a successful journey and completing your teacher certification in a timely manner. Our article, Best Online School For Teaching Credential: 5 Program Musts , outlines what you should look for in a top program so that you can rest assured your teaching future is in good hands.

Topics: Teaching Jobs

Written by Scott Fikes

Scott is the Deputy Executive Director and Program Consultant. Scott earned a Bachelor of Science in Human Biology from Texas Woman's University and a Master of Education from Texas Woman's University. Scott has extensive experience in both the classroom and as an administrator in districts in North Texas.

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•   Thursday, May 30, 2024

Future Educators

Helping America's Future Teachers

Role of a Special Education Teacher

Special education teachers have the rewarding job of educating children and youth with cognitive, physical and behavioral challenges.

The role of a special education teacher is to teach academic, social and life skills so students with disabilities can reach their full potential. Educators in this field work across all age groups and in different settings, including public schools and in healthcare and residential facilities.

As a special education teacher, you’ll hopefully bring insight and experience concerning the challenges faced by special needs students. You’ll also be aware of different teaching strategies to help your students overcome their individual challenges.

Students with Disabilities

Educators in this field work with children who struggle with mental retardation, autism, brain injuries, hearing impairments, visual impairments, health impairments, or one of many other disabilities.

Where Are Special Education Teachers Needed?

Special education teachers can work in preschools, or elementary, middle, or secondary schools. Sometimes these teachers work with children in a classroom that is specifically for children with disabilities and sometimes they work with a child with special needs in a general education classroom.

Special education teachers may also work with a general education teacher to teach a class with both general education and special education students. Teachers who work with younger children sometimes even work with children and their parents in their homes.

What Special Education Teachers Do

These teachers spend their time revising general education curriculum to fit the needs of special education students. It’s a  challenging  job.

Special Ed teachers often work with other teachers to make sure students have what they need to help them develop and gain an education. Duties of special education teachers include helping students set and reach learning goals, give assignments and grade them, help kids learn to interact socially, teach life skills, and even provide counseling for careers.

Changing Lives

A career in special needs education is perfect for people who want to change lives and help individuals become their best selves. The teachers work hard to improve the lives of others are are greatly rewarded as they watch their students learn and grow.

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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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Indeed, “What Does a Special Education Teacher Do? Duties and Salary”

Understood, Understanding IEPs

US Bureau of Labor Statistics, Special Education Teachers

Workable, Special Education Teacher Job Description

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Role of a special educator

Role of a Special educator

The role of a special educator is to work with students with developmental disabilities, ranging from mild to severe needs. They are specialist teachers qualified and trained to work with children with learning disabilities or ADHD . These could include sensory, physical and locomotor, intellectual, language, learning and behavioural challenges. Special educators may work with mild to moderate needs students in mainstream classrooms or those with severe needs who may need more intensive support and an individualised curriculum. A special educator also works as a liaison between the student, other subject teachers, school administration and parents.

Role of a Special educator – Student interventions

Special education teachers are typically responsible for developing skills that will support the student in accessing the mainstream curriculum, and not particularly for teaching the classroom content. Depending on the student’s needs, special educators may work on skills in reading, writing, math, language development, physical and motor development, and socialisation. Special education support may also include reinforcement of classroom concepts across subjects, depending on the need and grade level. These sessions will typically be one-on-one or in small groups.

Role of a Special educator – Working with teachers

  Special educators also work closely with subject teachers, and vice versa, in ensuring that the instruction and material are accessible and engaging for all students. Special educators and subject teachers work together to communicate the needs, goals, challenges and successes of the eligible for special education. Collaborative work ensures that the student’s needs are understood and met even when the special educator is not present in the classroom. Special educators also support the teachers in differentiating or modifying their teaching-learning materials (instruction, assignments, assessments) to suit learners’ individual needs. 

Role of a Special educator – Supporting students in the classroom/ In-class support

Apart from working in collaboration with subject teachers, special educators often support students with disabilities in the classroom as well. This support could look different across schools and depend highly on the student’s need and the subject teacher’s requirements. Examples of support in the classroom may be helping the student understand the task, getting them organised, reading or writing for them, reinforcing instruction, encouraging their participation, etc. 

Role of a Special educator – Co-teaching 

Some schools have a co-teaching format, where a subject teacher and a special educator work together in the class for all students. The subject teacher is the ‘content teacher’, and the special educator is the ‘access teacher’. It means that the subject teacher is considered the expert on the content and maybe more heavily involved in certain aspects of the curriculum, such as planning the units, assignments, assessments, and grading. The special educator designs the content and delivers it in a manner that is accessible to all learners. They may support the subject teacher in designing flexible lessons, planning worksheets of different complexity levels, preparing different assessment types, etc. Co-teaching happens in diverse ways in various classrooms, e.g. one teacher may teach, while one may assist, or they may divide the class into two groups and teach parallelly. Sometimes the special educator may support a small group of students while the subject teacher addresses the rest of the students. Co-teaching, if done well, can help reach all learners by delivering a flexible curriculum with more supports built-in. 

Role of a Special educator – Working with families

Special educators also work closely with families of students with learning disabilities to understand the student well and ensure that the parents reinforce the work done in school at home. Parents/guardians also need to understand the child’s needs and goals and work toward the same at home. For instance, if a student works well with a visual schedule in school, the parents should provide the same at home as well. A student who is learning second-grade sight words would benefit from reinforcement and use of the same concepts at home as well. Collaboration and regular communication between parents and the special educator help in the student’s progress. 

Role of a Special educator – IEPs and Accommodations 

Special educators are responsible for developing Individual Education Plans (IEP) for their students in coordination with teachers and parents. They also ensure that all students with disabilities who qualify for accommodations in the classroom and on assessments receive them.

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The Special Education Process

Adapted from the: Center for Parent Information and Resources (6.20.2020). Questions Often Asked by Parents about Special Education Services, Newark, NJ, Author. (2017)

Table of Contents

• Introduction to Special Education
• The Evaluation Process
• Deciding Eligibility
• Writing and Implementing an IEP
• Re-Evaluation
• Early Childhood Education: Individualized Family Service Plan, or IFSP.

Why is the child struggling in school?

When a child is struggling in school, it is important to find out why. It may be that a disability is affecting the child’s educational performance. If so, the child may be eligible for special education and related services that can help.

As a first step, the school may need to try sufficient interventions in the regular education classroom and modify instructional practices before referring the child for special education evaluation.

What is special education?

Special education is instruction that is specially designed to meet the unique needs of children who have disabilities. Special education and related services are provided in public schools at no cost to the parents and can include special instruction in the classroom, at home, in hospitals or institutions, or in other settings. This definition of special education comes from IDEA, the  Individuals with Disabilities Education Act . This law gives eligible children with disabilities the right to receive special services and assistance in school.

More than 6.8 million children ages 3 through 21 receive special education and related services each year in the United States. Each of these children receives instruction that is specially designed:

• To meet the child’s unique needs (that result from having a disability); and
• To help the child learn the information and skills that other children are learning in the general education curriculum.

Who is eligible for special education?

Children with disabilities are eligible for special education and related services when they meet IDEA’s definition of a “child with a disability” in combination with state and local policies. IDEA’s definition of a “child with a disability” lists 13 different disability categories under which a child may be found eligible for special education and related services. These categories are listed below. IDEA describes what each of these disability categories means. You’ll find those descriptions online at: https://www.parentcenterhub.org/categories/

Services to Very Young Children

Infants and toddlers can have disabilities, too. Services to children under three years of age are also part of IDEA. These services are called early intervention services and can be very important in helping young children develop and learn. For information about early intervention, visit this overview: https://www.parentcenterhub.org/ei-overview/ 

How do I find out if a child is eligible?

A parent can ask the school to evaluate their child. They can call or write the director of special education or the principal of their child’s school and request an evaluation under IDEA, to see if a disability is involved.

The public school may also be concerned about how the child is learning and developing. If the school thinks that the child may have a disability, then it must evaluate the child at no cost to the parent. The school must ask for parental permission and receive written consent before it may evaluate the child . Once consent is provided, t he evaluation must be conducted within 60 days (or within the timeframe the state has established).

However, the school does not have to evaluate your child just because of a parent request. The school may not think the child has a disability or needs special education. In this case, the school may refuse to evaluate the child. It must let the parent know this decision in writing, as well as why it has refused. This is called giving the parent  prior written notice .

Prior written notice refers to messages that the parent/guardian receives from the school system at specific times. At its heart, prior written notice is meant to inform the parents, as fully as possible about any actions the school system is proposing to take (or refusing to take) with respect to:

·         The child’s identification as a “child with a disability” as defined by IDEA and State policy;

·         The child’s evaluation;

·         His or her educational placement; and

·         The school system’s provision of FAPE to your child.

Prior written notice includes notifying the parent/guardian of upcoming meetings far enough in advance to ensure that you have the opportunity to attend and scheduling those meetings at a mutually agreed-on time and place.

Read more about Prior Written Notice 

Disposition of Referral Meeting

If anyone besides the parent makes a referral, the parent must immediately be notified in writing (Prior Written Notice ) that a referral has been made.

Once a referral is received by the school district, the IEP Team, which includes the parents, must meet within 15 BUSINESS days to determine whether the child should be evaluated. The team could determine that they would like to provide interventions and progress monitor rather than test the child. On the other hand, the team could decide that they need to evaluate to determine if the child meets the criteria for having an educational disability.

If the team decides that an evaluation is necessary, the team will decide which possible disabilities may be present (For example, Specific Learning Disability or a Speech or Language Impairment, or one of the other disabilities recognized by the State of New Hampshire). The team will complete a permission to test form which lists which assessments they propose and who will be administering them. The types of tests administered are determined by the type of educational disability the team suspects may be present. ( See page 79 -84 of the NH Rules for Special Education for a table of assessments and qualified examiners ) The parents have the right to agree or disagree to the testing. They have 14 days to decide .

• Business days are Monday through Friday only.
• Calendar days are all 7 days of the week.

Christine Tate

If the school refuses to evaluate the child, there are two things the parent can do immediately:

Ask the school system for information about its special education policies, as well as parental rights to disagree with decisions made by the school system. These materials should describe the steps parents can take to appeal a school system’s decision.

Direct parents with their state’s Parent Training and Information (PTI) center . The PTI is an excellent resource for parents to learn more about special education, their rights and responsibilities, and the law. The PTI can tell parents know what steps to take next to find help for their child. New Hampshire’s Parent Information Centers website: https://picnh.org/

The special education process begins when a child is referred to special education. Initial Evaluation

The special education process begins when a child is referred to special education. A parent, or anyone who knows the child well, may refer the child to the special education process. Once the school receives the referral, they must hold a meeting to decide if they feel the child should be evaluated or if interventions should be implemented. If the team decides to conduct an assessment for a possible educational disability and the parent agrees, the evaluation will need to be finished within 60 CALENDAR DAYS. Once the testing is done, the team meets to review the results and determine eligibility. The special educator/case manager must send evaluation results home to parents at least 5 days prior to the evaluation results meeting. 

If the team decides that the child does meet the criteria for being identified as having an educational disability and the parent agrees, the team now has 30 days to develop an Individualized Education Program (IEP).

Part 1: The Evaluation Process

This is a brief overview of the Evaluation Process. *Teacher Candidates will gain an awareness of the legal and ethical issues and the procedures involved in the evaluation and determination of educational disabilities in the “ Assessment of Students with Disabilities ” course.

What happens during an evaluation?

Evaluating a child means more than the school just giving the child a test. The school must evaluate the child in all the areas where the child may be affected by the possible disability. This may include looking at the child’s health, vision, hearing, social and emotional well-being, general intelligence, performance in school, and how well the child communicates with others and uses his or her body. The evaluation must be individualized (just the child) and full and comprehensive enough to determine if the child has a disability and to identify all of the child’s needs for special education and related services if it is determined that the child has a disability.

Understanding the IEP Process: THe Basics of an Evaluation Team Report

[Broadcast Educational Media], (2016, Sep. 6). Understanding the IEP Process: THe Basics of an Evaluation Team Report, [Video Files], from https://youtu.be/rFqymtziAYk

The evaluation process involves several steps. These are listed below.

A | Reviewing existing information A team of people, including the parent begins by looking at the information the school already has about the child. The parent may have information about the child they wish to share as well. The team will look at information such as:

• The child’s scores on tests given in the classroom or to all students in the child’s grade;
• The opinions and observations of the child’s teachers and other school staff who know the child; and
• The parent’s feelings, concerns, and ideas about how the child is doing in school.

B | Deciding if more information is still needed The information collected above will help the group decide:

• If the child has a disability.
• How the child is currently doing in school;
• Whether the child needs special education and related services; and
• What the child’s educational needs are.

If the information the team collects does not answer these questions, then the school must collect more information about the child.

C | Collecting more information about the child Parent informed written permission is required before the school may collect additional information about the child. The school must also describe how it will collect the information. This includes describing the tests that will be used and the other ways the school will gather information about the child. After parental consent is given, the school will go ahead as described. The information it gathers will give the evaluation team the information it needs to make the types of decisions listed above.

 How does the school collect this information?

The school collects information about the child from many different people and in many ways. Tests are an important part of an evaluation, but they are only a part. The evaluation should also include:

• The observations and opinions of professionals who have worked with the child;
• The child’s medical history, when it relates to his or her performance in school; and
• Parent ideas about the child’s school experiences, abilities, needs, and behavior outside of school, and his or her feelings about school.

The following people will be part of the evaluation team:

• At least one regular education teacher, if the child is or may be participating in the regular educational environment.
• At least one of the child’s special education teachers or service providers;
• A school administrator who knows about policies for special education, about children with disabilities, about the general education curriculum (the curriculum used by students who do not have disabilities), and about available resources;
• Someone who can interpret the evaluation results and talk about what instruction may be necessary for the child;
• Individuals (invited by the parent or the school) who have knowledge or special expertise about the child;
• The child, if appropriate;
• Representatives from any other agencies that may be responsible for paying for or providing transition services (if the child is age 16 or, if appropriate, younger and will be planning for life after high school); and
• Other qualified professionals.

These other qualified professionals may be responsible for collecting specific kinds of information about your child. They may include:

• A school psychologist and/or an occupational therapist;
• A speech and language pathologist (sometimes called a speech therapist);
• a physical therapist and/or adaptive physical education therapist or teacher;
• A medical specialist; and

Professionals will observe the child. They may give the child written tests or talk personally with the child. They are trying to get a picture of the “whole child.” For example, they want to understand such aspects as:

• How well the child speaks and understands language;
• How the child thinks and behaves;
• How well the child adapts to changes in his or her environment;
• How well the child has done academically;
• How well your the functions in a number of areas, such as moving, thinking, learning, seeing, and hearing; and
• Your child’s job-related and other post-school interests and abilities.

IDEA gives clear directions about how schools must conduct evaluations . For example, tests and interviews must be given in the language (for example, Spanish, sign language) or communication mode (for example, Braille, using a picture board or an alternative augmentative communication device) that is most likely to yield accurate information about what the child knows or can do developmentally, functionally, and academically. The tests must also be given in a way that does not discriminate against the child because he or she has a disability or is from a different racial or cultural background.

IDEA states that schools may not decide a child’s eligibility for special education based on the results of only one procedure such as a test or an observation. More than one procedure is needed to see where the child may be having difficulty and to identify his or her strengths and needs.

In some cases, schools will be able to conduct a child’s entire evaluation within the school. In other cases, schools may not have the staff to do all of the evaluations needed. These schools will have to hire outside people or agencies to do some or all of the evaluation. If the child is evaluated outside of the school, the school must make the arrangements. The school will say in writing exactly what type of testing is to be done. All of these evaluation procedures are done at no cost to parents.

Part II: Deciding Eligibility

What does the school do with these evaluation results?

The information gathered from the evaluation will be used to make important decisions about the child’s education. All of the information about the child will be used:

• To decide if the child is eligible for special education and related services; and
• To help the parent and the school decide what the child needs educationally.

 How is the child’s eligibility for special education decided?

The decision about the child’s eligibility for services is based on whether the child has a disability that fits into one of the IDEA’s 13 disability categories and meets any additional state or local criteria for eligibility. This decision will be made when the evaluation has been completed, and the results are available.

Parents are part of the team that decides a child’s eligibility for special education. This team will look at all of the information gathered during the evaluation and decide if the child meets the definition of a “child with a disability.” If so, the child will be eligible for special education and related services.

Under IDEA, a child may not be found eligible for services if the determining reason for thinking the child is eligible is that:

• The child has limited English proficiency, or
• The child has not had appropriate instruction in math or reading.

If the child is found eligible, the parent and the school will work together to design an individualized education program for the child. This process is described in detail in Part III.

The school will give the parent a copy of the evaluation report on the child and the paperwork about the child’s eligibility for special education and related services. This documentation is provided to the parent/guardian at no cost.

What happens if the child is not eligible for special education?

If the eligibility team decides that the child is not eligible for special education, the school system must tell the parent this in writing and explain why the child has been found “not eligible.” Under IDEA, the parent must also be given information about what the parent can do if they disagree with this decision.

IDEA includes many different mechanisms for resolving disagreements, including mediation. The school is required to tell the parent what those mechanisms are and how to use them.

What happens if the child is found eligible for special education, but the parent does not agree?

If the child is found eligible for special education and related services and parent disagrees with that decision, or if they do not want the child to receive special education and related services, they have the right to decline these services for their child. The school may provide the child with special education and related services only if the parent agrees. Also, the parent may cancel special education and related services for their child at any time.

It is important to note, however, that if the parent declines or cancels special education for their child and later changes their mind, the evaluation process must be repeated.

Once all the evaluations are complete, the IEP Team, including the parents, meets to consider all available information and determine if the child has a disability for which they require special education, or special education and related services. They will review the results of all the evaluations. Each evaluator will present their report at this meeting. The classroom teacher will discuss classroom performance and grades. The special educator will share their report as well as the student’s performance on State and district testing (such as the Statewide Assessment System NH SAS, AIMSweb, Dibels, etc.)

Once everyone has shared their reports, the team will go through an eligibility form for each suspected disability to determine if the child meets the criteria. The forms are typically in a checklist format and the team goes through the form together answering each question. For example, if the suspected disabilities discussed at the disposition of referral meeting were Speech or Language Impairment or Specific Learning Disability, the team would go through each of those forms together.

Once a child is found eligible for special education, they are identified as meeting the definition for one or more of the following disability categories. Again, the parents have the right to agree or disagree with the team’s decision. They have 14 days to do so.

Part III: Writing and Implementing an IEP

This section is a brief summary of writing and implementing an IEP. Teacher candidates will take a close examination of the IEP components and develop an IEP and transition plan that conforms to IDEA 2004 standards in the IEP and Transition Planning course.

The child has been found eligible for special education, and the parent agrees. What is next?

The next step is to write and implement what is known as an Individualized Education Program—usually called an IEP. After a child is found eligible, a meeting must be held within 30 days to develop to the IEP.

The acronym IEP stands for Individualized Education Program. This is a written document that describes the educational program designed to meet a child’s individual needs. Every child who receives special education must have an IEP.

The IEP has two general purposes: (1) to set learning goals for the child; and (2) to state the supports and services that the school district will provide for the child.

What type of information is included in an IEP?

According to IDEA, the child’s IEP must include specific statements. These are listed below between the lines. This is a brief introduction the IEP.

Present levels of academic achievement and functional performance.  This statement describes how the child is currently achieving in school. This includes how the child’s disability affects his or her participation and progress in the general education curriculum.

Annual goals.  The IEP must state annual goals for the child, what the parent and the school team think he or she can reasonably accomplish in a year. The goals must relate to meeting the needs that result from the child’s disability. They must also help the child participate in and progress in the general education curriculum.

Special education and related services to be provided.  The IEP must list the special education and related services to be provided to the child. This includes supplementary aids and services (e.g., preferential seating, a communication device, one-on-one tutor) that can increase the child’s access to learning and his or her participation in school activities. It also includes changes to the program or supports for school personnel that will be provided for the child.

Participation with children without disabilities . The IEP must include an explanation that answers this question: How much of the school day will the child be educated separately from children without disabilities or not participate in extracurricular or other nonacademic activities such as lunch or clubs?

Dates and location . The IEP must state (a) when special education and related and supplementary aids and services will begin; (b) how often they will be provided; (c) where they will be provided; and (d) how long they will last.

Participation in state and district-wide assessments. Your state and district probably gives tests of student achievement to children in certain grades or age groups. To participate in these tests, the child may need individual accommodations or changes in how the tests are administered. The IEP team must decide what accommodations the child needs and list them in the IEP. If the child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for the child, how the child will be tested instead, and why the alternate assessment selected is appropriate for the child.

Transition services.  By the time the child is 16 (or younger, if the IEP team finds it appropriate for the child), the IEP must include measurable postsecondary goals related to the child’s training, education, employment, and (when appropriate) independent living skills. The IEP must also include the transition services needed to help the child reach those goals, including what the child should study.

Measuring progress . The IEP must state how school personnel will measure your child’s progress toward the annual goals. It must also state when it will give you periodic reports on your child’s progress.

It is very important that children who receive special education participate in the general education curriculum as much as possible. That is, they should learn the same curriculum as children without disabilities—for example, reading, math, science, social studies, and physical education. In some cases, this curriculum may need to be adapted for the child to learn, but it should not be omitted. Participation in extracurricular activities and other nonacademic activities is also important. The child’s IEP needs to be written with this in mind.

For example, what special education and related services will help the child participate in the general education curriculum—in other words, to study what other students are studying? What special education, related services, or supports will help the child take part in extracurricular activities such as school clubs or sports? When the child’s IEP is developed, an important part of the discussion will be how to support the child in regular education classes and activities in the school.

Who develops the child’s IEP?

Many people come together to develop the child’s IEP. This group is called the IEP team and includes most of the same types of individuals who were involved in the child’s evaluation.  Team members will include:

• The parents
• At least one regular education teacher, if the child is (or may be) participating in the regular education environment
• At least one of the child’s special education teachers or special education providers
• A representative of the school system who (a) is qualified to provide or supervise the provision of special education, (b) knows about the general education curriculum; and (c) knows about the resources the school system has available
• An individual who can interpret the evaluation results and talk about what instruction may be necessary for the child
• The child, when appropriate

Other individuals (invited by the parent or the school) who have knowledge or special expertise about the child. For example, the parent may wish to invite a relative who is close to the child or a childcare provider. The school may wish to invite a related service provider, such as a speech therapist or a physical therapist.

With your consent, the school must also invite representatives from any other agencies that are likely to be responsible for paying for or providing transition services (if your child is 16 years old or, if appropriate, younger).

How can the parent help develop their child’s IEP?

The law is very clear that parents have the right to participate in developing their child’s IEP. Parent input is invaluable. They know their child so very well, and the school needs to know their insights and concerns. That is why IDEA makes parents equal members of the IEP team.

The school staff will try to schedule the IEP meeting at a time that is convenient for all team members to attend. If the school suggests a time that is impossible for the parent, explain your schedule and needs. It is important that the parent(s) attend this meeting and share their ideas about their child’s needs and strengths.

 Can the meeting be held without the parents participating?

Yes. IDEA’s regulations state that the school may hold the IEP meeting without the parents if it is unable convince the parents, they should attend. If no parent can attend the IEP meeting, the school must use other methods to ensure their participation, including video conferences and individual or conference telephone calls.

If, however, the parent(s) still can’t attend or participate in the IEP meeting, the school may hold the IEP meeting without them—as long as it keeps a record of its efforts to arrange a mutually agreed-on time and place and the results of those efforts. This can be accomplished by keeping detailed records:

• Telephone calls made or attempted and the results of those calls;
• Copies of correspondence sent to you and any responses received; and
• Detailed records of visits made to your home or work and the results of those visits.

If the school does hold the meeting without the parents, it must keep them informed about the meeting and any decisions made there. The school must also ask for (and receive) parental written permission before special education and related services may be provided to their child for the first time.

What can the parent do before the IEP meeting?

The purpose of the IEP meeting is to develop the child’s Individualized Education Program. Encourage the parent to prepare for this meeting by:

• Making a list of the child’s strengths and needs;
• Talking to teachers and/or therapists and getting their thoughts about the child;
• Visiting the child’s class and perhaps other classes that may be helpful to him or her; and
• Talk to the child about his or her feelings toward school.

What happens during an IEP meeting?

During the IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after the child’s evaluation, the team may go over the evaluation results, so the child’s strengths and needs will be clear. These results will help the team decide what special help the child needs in school.

After the various team members (including the parent) have shared their thoughts and concerns, the group will have a better idea of the child’s strengths and needs. This will allow the team to discuss and decide:

• The educational and other goals that are appropriate for the child; and
• The type of special education services the child needs.

The IEP team will also talk about the related services the child may need to benefit from his or her special education. The IDEA lists many related services that schools must provide if eligible children need them. Examples of related services include:

• Occupational therapy, which can help a child develop or regain movement that he or she may have lost due to injury or illness; and
• Speech and language services, which can help children who have trouble speaking.

IDEA’s List of Related Services 

Supplementary aids and services can also play a pivotal role in supporting the education of children with disabilities in the general education classroom and their participation in a range of other school activities. That is also the intent of supplementary aids and services. Not surprisingly, these supports may be an important topic to discuss in the IEP meeting. Examples include, but are not limited to:

• Supports to address the child’s environmental needs (e.g., preferential seating; altered physical room arrangement);
• Levels of staff support needed (e.g., type of personnel support needed, such as a behavior specialist, health care assistant, or instructional support assistant);
• Specialized equipment needs that the child may have (e.g., wheelchair, computer, augmentative communication device);
• Pacing of instruction needed (e.g., breaks, more time, home set of materials);
• Presentation of subject matter needed (e.g., taped lectures, sign language, primary language); and
• Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps).

Deciding which supplementary aids and services (if any) will support the child’s access to the general education curriculum and participation in school activities will very much depend upon the child’s disability and his or her needs. None may be needed. Or many. All are intended to enable the child to be educated with children without disabilities to the maximum extent appropriate.

Special factors. Depending on the needs of the child, the IEP team must also discuss these special factors:

• If the child’s  behavior interferes with his or her learning or the learning of others: The IEP team will talk about strategies and supports to address the child’s behavior.
• If the child has  limited proficiency in English : The IEP team will talk about the child’s language needs as these needs relate to his or her IEP.
• If the child is  blind or visually impaired : The IEP team must provide for instruction in Braille or the use of Braille, unless it determines, after an appropriate evaluation that the child does not need this instruction.
• If the child has  communication needs: The IEP team must consider those needs.
• If the child is  deaf or hard of hearing : The IEP team will consider the child’s language and communication needs. This includes the child’s opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

Assistive technology.  The IEP team will also talk about whether the child needs any assistive technology devices or services. Assistive technology devices can help many children do certain activities. Examples include:

• Adapted furniture, tools, utensils, and other typically nonelectronic devices—which can help children with physical challenges; and
• Digital books, or devices that enlarge words on a computer screen or read them aloud—which can help children who do not see or read well.

Assistive technology services include evaluating the child to see if he or she could benefit from using an assistive device. These services also include providing the device and training the child to use it. If appropriate, the family and/or the professionals who work with the child may also receive training in using the device.

Transition services.   Beginning when the child is age 16 (or younger, if appropriate), the IEP team will help the child plan ahead to life after high school and include statements in the IEP with respect to:

• Postsecondary annual goals for the child;
• The transition services (including courses of study) needed to help the child reach those goals; and
• The rights (if any) that will transfer from parent to the child when he or she reaches the age of majority, and that the child and parent have been notified of these.

IDEA defines transition services as a coordinated set of activities for a student with a disability that is designed within a results-oriented process focused on improving the student’s academic and functional achievement and promoting the student’s movement from school to post-school activities. These activities can include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. With respect to the child, this coordinated set of activities:

• Is based on the child’s individual needs, taking into account his or her strengths, preferences, and interests; and
• Includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and, if appropriate, the acquisition of daily living skills and functional vocational evaluation.

Transition services can be provided as special education if they are specially designed instruction or as a related service, if they are required for the child to benefit from special education.

The parent may feel very emotional during the meeting, as everyone talks about their child’s needs. Remind the parent that the other team members are all there to help their child. To design a good program for their child, it is important for the parents to work closely with the team members and share their feelings about their child’s educational needs.

Based on the above discussions, the IEP team will then write the child’s IEP. This includes the services and supports the school will provide for the child. It will also include the particular location where services will be provided. The child’s placement (where the IEP will be carried out) will be determined every year, must be based on the child’s IEP, and must be as close as possible to the child’s home. The placement decision is made by a group of persons, including the parent, and others knowledgeable about the child, the meaning of the evaluation data, and the placement options. In some states, the IEP team makes the placement decision. In other states, the placement decision is made by another group of people. In all cases, the parents have the right to be members of the group that makes decisions on the educational placement of their child.

Depending on the needs of the child and the services to be provided, the child’s IEP could be carried out:

• In regular education classes;
• In special classes (where all the students are receiving special education services);
• In special schools;
• In hospitals and institutions; and
• In other settings.

IDEA strongly prefers that children with disabilities be educated in the general education classroom, working and learning alongside their peers without disabilities. In fact, placement in the regular education classroom is the first option the IEP team should consider. With the support of supplementary aids and services, can the child be educated satisfactorily in that setting? If so, then the regular education classroom is the child’s appropriate placement. If not, then the group deciding placement will look at other placements for the child.

Does the school need parental consent to implement the IEP?

Yes, the school must obtain parental informed written consent before the initial provision of special education and related services to their child and must make reasonable efforts to obtain that consent.

If the parent does respond to the request for consent for the initial provision of special education and related services, refuses to give consent, the school system may not override their lack of consent and implement the IEP. The school system is not considered in violation of its requirement to make a free appropriate public education available to the child. The parents’ lack of consent, however, means that the child will not receive special education and related services in school.

Can the parent revoke consent for special education and related services after initially giving it?

Yes. At any time after providing initial consent, the parent may revoke consent, in writing, for the continued provision of special education and related services. Once the parent revokes consent, the school system may no longer provide special education and related services to the child, and they may not use mediation or due process procedures to try to override the parent’s revocation of consent.

Once the parent revokes consent, the child will be no longer receive the services and supports that were included in his or her IEP. It is important for the parent to ask questions about how their child’s education will be affected before revoking consent.

Can the IEP be changed?

Yes. At least once a year a meeting must be scheduled to review the child’s progress and develop the child’s new annual IEP. The parent (or any other team member) may ask to have the child’s IEP reviewed or revised at any time, if a need or concern arises.

The meeting to revise the IEP will be similar to the IEP meeting described above. The team will talk about:

• The child’s progress toward the goals in the current IEP;
• What new goals should be added; and
• Whether any changes need to be made to the special education and related services the child receives.

Can the IEP be changed without holding an IEP meeting?

Yes. If the parent and the school want to change the child’s IEP after the annual IEP meeting, parents and the school may agree not to convene an IEP meeting. Instead, parents and the school will develop a written document that will amend the child’s IEP. If the child’s IEP is changed, all IEP team members will be informed of the changes, and if the parent request it, the school must give the parent a copy of the revised IEP.

Does the IEP meeting have to be in person?

No. When holding an IEP meeting, parents and the school may agree to use other means of participation. For example, some members may participate by video conference or conference calls.

May a team member be excused from attending an IEP meeting?

Yes, under certain circumstances and only with the consent of both the school system and the parent. If the member’s area of the curriculum or related service is not going to be discussed or modified at the meeting, then he or she may be excused if the parent, and the school system agree in writing. A member whose area of expertise is going to discussed or changed at the meeting may be excused—under two conditions:

• Parent (in writing) and the school agree to excuse the member; and
• The member gives written input about developing the IEP to you and the team before the meeting.

IEP Meeting

If a child is identified as having an educational disability and requires a special education and possibly related services, the IEP Team must develop an IEP within 30 days of the eligibility determination meeting . Again, parents have 14 days to agree or disagree with the IEP .  Once a child has an IEP, it must be reviewed and revised at least annually, and must be in place by the beginning of each school year.

Placement Meeting: Once the IEP has been approved (signed), the IEP Team determines the least restrictive environment (LRE) in which the child’s IEP can be implemented. If the parent agrees to the IEP at the IEP meeting, the team typically holds the Placement meeting right after the IEP is signed (at the same meeting).

Part IV: Re-Evaluation

When will the child be re-evaluated?

After the initial evaluation, evaluations must be conducted at least every three years (generally called a triennial evaluation) after the child has been placed in special education, unless the parent and the school agree that a reevaluation is not necessary . Reevaluations can also occur more frequently if conditions warrant, or if the parent or the child’s teacher request a reevaluation. Informed parental consent is also necessary for reevaluations.

The purpose of this reevaluation is to find out:

• If the child continues to be a “child with a disability,” as defined within the law; and
• The child’s educational needs.

The reevaluation is similar to the initial evaluation. It begins by looking at the information already available about the child. More information is collected only if the IEP team determines that more information is needed or if the requests it. If the group decides that additional assessments are needed, the parent must give their informed written permission before the school system may collect that information. The school system may only go ahead without parent informed written permission if they have tried to get parental permission and the parent repeatedly did not respond.

Although the law requires that children with disabilities be re-evaluated at least every three years, the child may be re-evaluated more often if the parent or your child’s teacher(s) request it. However, reevaluations may not occur more than once a year, unless the parent and the school system agree that a reevaluation is needed.

Part V: Resolving Disputes

 What if a parent disagrees with the school about what is right for their child?

The parent has the right to disagree with the school’s decisions concerning their child. This includes decisions about:

• The child’s identification as a “child with a disability;”
• His or her evaluation;
• His or her educational placement; and
• The special education and related services that the school provides to the child.

In all cases where the family and school disagree, it is important for both sides to first discuss their concerns and try to reach consensus. Decisions can be temporary. For example, the parent might agree to try out a particular plan of instruction or classroom placement for a certain period of time. At the end of that period, the school can check the child’s progress. The parent and other members of the child’s IEP team can then meet again, talk about how the child is doing, and decide what to do next. The trial period may help the parent and the school come to a comfortable agreement on how to help the child.

If the still cannot agree with the school, it’s useful to know more about IDEA’s protections for parents and children. The law and its regulations include ways for parents and schools to resolve disagreements. These include mediation, due process, and filing a complaint with the state educational agency. Parents also have the right to refuse consent for initial provision of special education and related services, or to cancel all special education and related services for their child without using mediation, due process, or filing a complaint.

Always remember that the parent and the school will be making decisions together about the child’s education for as long as the child goes to that school and continues to be eligible for special education and related services. A good working relationship with school staff is important now and in the future. Both parents and the school want success for the child and working together can make this happen.

There is a lot to know about each of these vehicles for resolving disputes . If you would like to learn more:

Visit the CADRE, the National Center for Dispute Resolution www.directionservice.org/cadre

Early Childhood Education

  individualized family service plan , or  ifsp ..

When the early intervention system receives a referral about a child with a suspected disability or developmental delay, a time clock starts running. Within  45 days , the early intervention system must complete the critical steps discussed thus far:

• screening (if used in the state),
• initial evaluation of the child,
• initial assessments of the child and family, and
• writing the IFSP (if the child has been found eligible).

That’s a tall order, but important, given how quickly children grow and change. When a baby or toddler has developmental issues, they need to be addressed as soon as possible. So—45 days, that’s the timeframe from referral to completion of the IFSP for an eligible child.

Having collected a great deal of information about the child and family, it’s now possible for the team (including parents) to sit down and write an   individualized plan of action for the child and family. This plan is called the Individualized Family Service Plan , or  IFSP . It is a very important document, and parents, are important members of the team that develops it. Each state has specific guidelines for the IFSP.

Center for Parent Information and Resources, (2017) . Overview of Early Intervention

Resource to share with parents

Parent Information Center on Special Education, (2017).  Steps in the Special Education Process. Retrieved from  https://picnh.org/wp-content/uploads/2021/02/Step-In-the-Special-Education-Process-2021.pdf 

updated 12.1.2022

The Roles and Responsibilities of the Special Educator Copyright © by Paula Lombardi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Exploring special education teacher certification: Requirements and exam preparation

The teacher shortage is real and students with disabilities, including those in less wealthy and rural districts, are often the most impacted.

Take the case of Nico Mossa, a seventh-grader with disabilities in Wake County, N.C.

Nico is a fun-loving kid with autism and a seizure disorder who requires necessary accommodations. 1 However, when school started in July 2023, his class didn’t have a qualified special education teacher for five months.

While the district launched a search to fill the position, his mom worried that mandated services, which were outlined in his individualized education plan (IEP), were not being implemented. If Nico had a seizure in class, there was no guarantee the instructional aide or substitute assigned to his class would know where to find his medication or how to administer it.

Additionally, the certified special ed teacher next door had to juggle lesson planning responsibilities, their class, and Nico’s class—which resulted in a fragmented learning experience for students. 1

In this guide, we cover the career outlook for special education teachers. You will also learn about the steps to obtain special education certification, including exams and state requirements.

Career Opportunities

The career outlook for special education teachers is exceptionally promising, as indicated by the U.S. Bureau of Labor Statistics which projects around 33,500 new job openings between the years 2022 and 2023. 2

However, experts emphasize that this estimate may be conservative, given the demand; the United States currently serves over seven million students requiring special services or accommodations, highlighting a significant need for skilled special education professionals. 3,4

Although some challenges exist, including financial support gaps in certain states, the overall trend is toward increased awareness and early identification of disabilities, leading to a foreseeable surge in the demand for qualified special education teachers. 4

This growing recognition of the importance of special education services is paving the way for exciting opportunities in this rewarding field.

Unlocking the path: Essential steps for special education certification

Embarking on a career in special education is a profound commitment to empowering lives and shaping futures.

The journey to becoming a certified special education teacher requires dedication, compassion, and hands-on training.

Individuals who join the profession often teach the same cohort of students for multiple years and find they develop positive relationships with their students, families, caregivers, and community.

The importance of special education teachers like Brian Skinner

By the time students land on special education teacher Brian Skinner’s caseload, they have often convinced themselves they cannot excel at subjects like reading and math and decide to give up.

As 2023 Kansas Teacher of the Year, Skinner is driven to instill a belief that his students can succeed, and they do. 5

If you pursue a path toward special education certification, you, too, can become a champion of educational equity for students with special needs. Through advocacy, specialized instruction, and interventions, you will be able to create inclusive learning environments where your students will thrive. 6

Your role could include various settings, from resource rooms to mainstream classrooms where special education and regular students learn together. Crafting Individualized Education Programs (IEPs) under federal laws like the Individuals with Disabilities Education Act (IDEA), you'll ensure each student receives a free, appropriate education tailored to their needs. For instance, a student with ADHD might get extended time on learning activities or a modified exam. 1

Types of special education certifications

Because your students’ needs will vary greatly, you’ll want to consider gaining additional expertise in the areas you want to impact most.

Many online master’s degree programs offer specializations in areas, such as autism spectrum disorders or transition services for graduating students with disabilities.

Another option is to choose a specialization after teaching in a special education classroom for a few years and complete a certification program offered through organizations like the National Association of Special Education Teachers.

Other certifications include:

• Autism Spectrum Disorder : Acquire strategies in behavior management and social skills development tailored for individuals across the autism spectrum 7,8
• High Incidence Disabilities: Support students with learning disabilities and ADHD
• Low Incidence Disabilities: Specialize in supporting students with less common disabilities such as traumatic brain injuries 7,8
• Inclusion in Special Education : Learn how to integrate students with disabilities into general education settings effectively 7,8
• Secondary Education Transitions : Prepare students with disabilities for life after high school through vocational training and independent living skills 7,8

Earning these qualifications can set you apart from other candidates and enhance opportunities for career advancement.

Prerequisites for certification

Fulfilling the prerequisites for special education certification mandates a robust educational foundation:

• Educational Background: Complete a bachelor's degree from an accredited institution with an approved teacher preparation program. You may need to include official transcripts with your job applications 9
• Cumulative GPA: A GPA of 3.0 or higher demonstrates academic rigor and commitment 9
• Professional Resume or CV: Showcase your qualifications, achievements, and any education-related work experiences. Then, apply to special education teaching positions for which you are qualified 9
• Pass Required Exams: Most states require teachers to take and pass a standardized exam before earning their initial special educator teaching license 9

Field experience and student teaching

Gaining practical experience is one of the best ways to prepare for a career in special education and complement what you learn in a degree program. In fact, most states require you to complete student teaching before you become a certified special education teacher.

Under the supervision of a seasoned educator, you get the chance to teach students in special education programs, get feedback on your teaching strategies, and gain insights into how various technologies are used to support learners.

If you want to expand your knowledge of diverse learning needs and strategies, consider an assistant teaching role in a special education classroom. 7 This can help bridge gaps between classroom theory and actual practice.

Finally, volunteering with programs that serve individuals with disabilities also provides valuable hands-on training. 7

Through these experiences, you will build essential skills, confidence, and empathy, all of which are crucial for success in the field of special education.

Background checks and clearance

School districts seek to hire the most qualified special education teachers, with a demonstrated commitment to child safety and ethical conduct. Background checks enable employers to assess whether job candidates are highly qualified and eligible to work with children.

According to Checkr, every U.S. state has laws mandating criminal background checks for K-12 teachers, while 38 states extend this requirement to other school employees who directly interact with children but without supervision. 10

To gain additional information about job candidates, schools may conduct screenings, such as: 10

• Criminal background check
• Education verification
• Verification of previous employment
• Professional license checks
• Driving record checks

Some states require teachers to undergo background checks every few years to ensure no disqualifying convictions have occurred since their initial pre-employment screening and that any professional licenses remain active. 9 Employers must follow local, state, and federal regulations when conducting these background checks.

Certification exams

Each state has its own guidelines concerning these exams. You can check with your state Board of Education to find the licensing requirements for your state. Many states use the Praxis II exams, which test your knowledge in specific areas.

The special education Praxis II exam tests core knowledge and applications. You have two hours to complete 120 questions that cover the following content categories: 11

• Development and Characteristics of Learners
• Planning and the Learning Environment
• Instruction
• Foundations and Professional Responsibilities

State-specific requirements

Prospective special education teachers must research the specific certification requirements in their state or the state where they plan to teach. They should be sure to research what exams are mandatory, the passing scores needed, and any additional coursework or practical experience requirements.

Besides the Praxis exam, you may have to take tests covering topics related to hearing impairment, American Sign Language, mild to moderate disabilities, or early childhood.

Other state assessments include:

• Content Exams: If you want to work in a high school, you may be required to take exams covering content areas such as English, social studies, or math
• edTPA : The Education Teacher Performance Assessment evaluates a teacher candidate's readiness for the classroom, including planning, instruction, and assessment practices. As of Fall 2017, 18 states have either adopted statewide policies requiring a performance assessment for aspiring teachers or are actively considering such a step 12

After fulfilling certification requirements, you'll be on your way to a fulfilling career as a special education teacher, where you can impact students' lives and help shape the future of education.

Take the first steps toward special education certification

If you’re passionate about inclusive education, you could help alleviate the teacher shortage and ensure that students like Nico Massa receive the high-quality instruction and support services mandated by federal law.

The University of Kansas School of Education and Human Sciences offers top-ranked special education master’s and certificate programs that can help you become the qualified education specialist that each of your students needs. 13

With a committed faculty and progressive curriculum that keeps up with the changing demands of the modern and inclusive classroom, KU’s online master’s is an unmated opportunity that offers tremendous career benefits for those in the field.

Schedule a call with a KU admissions outreach advisor today to learn how joining a KU special education online master’s-level program can help you excel and make a true difference.

• Retrieved on April 18, from www.northcarolinahealthnews.org/2023/01/26/schools-struggle-to-retain-special-ed-teachers-advocates-say-invest-more-in-them/
• Retrieved on April 18, from bls.gov/ooh/education-training-and-library/special-education-teachers.htm
• Retrieved on April 18, from motherjones.com/politics/2023/12/how-americas-broken-promise-to-millions-of-students-became-the-status-quo/
• Retrieved on April 18, from pbs.org/newshour/show/whats-driving-a-special-education-teacher-shortage-and-how-schools-are-responding
• Retrieved on April 18, from iheart.com/podcast/269-how-we-teach-this-141528755/episode/s8e2-demystifying-special-education-with-2023-141528765/
• Retrieved on April 18, from parentcenterhub.org/iep-speceducator/
• Retrieved on April 18, from tealhq.com/certifications/special-education-teacher
• Retrieved on April 18, from naset.org/career-center/inclusive-board-certified-inclusive-education-specialist-bcies-program
• Retrieved on April 18, from masters-in-special-education.com/how-to-become-a-special-education-teacher/
• Retrieved on April 18, from checkr.com/resources/articles/teacher-background-checks
• Retrieved on April 18, from ets.org/content/dam/ets-org/pdfs/praxis/5354.pdf
• Retrieved on April 18, from aacte.org/faq/edtpa/
• Retrieved on April 18, 2024, from usnews.com/education/online-education/education/online-special-education-rankings

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Why Special Education Teachers Quit—and What Schools Are Doing About It

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Solutions to the perennial crisis of special education staffing must extend beyond training and recruiting more teachers to the more complex work of retaining educators who’ve already entered the field, experts say.

Twenty-one percent of public schools reported that they were not fully staffed in special education at the start of the 2023-24 school year, higher levels of reported shortages than for any other teaching specialty, federal data show. And about 8 percent of teachers who work with children who qualify for services under the Individuals with Disabilities Education Act are not fully certified .

All teachers juggle layers of practical and pedagogical responsibilities, but special education teachers carry an unusually complex workload that involves case management, teaching students in multiple grades and subjects, and cooperating with fellow teachers to help students meet educational goals.

“I just felt like I couldn’t meet all of my students’ needs with the resources and support that I had, no matter how hard I worked,” said Elizabeth Bettini, an associate professor of special education at Boston University who previously taught special education in K-12 schools.

Here are three ways states and districts are trying to keep current special education teachers on the job—and to improve their chances of retaining new recruits.

1. Districts experiment with higher pay for special education teachers

When special education teachers leave their roles, they aren’t always leaving teaching altogether, said Roddy Theobold, the deputy director of the National Center for Analysis of Longitudinal Data in Education Research. Rather, special education teachers with multiple teaching endorsements often shift into another position, like elementary education, he said.

To quantify the trend, Theobold and other researchers analyzed 10 years of Washington state data collected from 2009 to 2019. They found that, in every year studied, the number of certified special education teachers in the state exceeded the number of teachers actually working in special education positions by more than 50 percent. They also found that dual-certified teachers were less likely to remain in special education placements than their peers who only carried special education credentials, according to a 2021 study published in the journal Exceptional Children .

Districts like Detroit have sought to recognize the challenges of the special education role by providing annual incentive pay of up to $15,000 for special education teachers.

But it can be politically challenging to pay teachers different salaries depending on their role, and it can require changing teacher contracts. Plus, researchers are still identifying what incentive structures could best move the needle on staffing challenges.

Starting in 2020, Hawaii’s statewide school district offered a $10,000 bonus for special education teachers, with larger bonuses for those who teach in schools deemed hard to staff. That’s on top of a base salary of $50,000.

Theobold and fellow researchers studied that state’s 2022 data. They found that, after the bonuses started, special education vacancies continued to increase alongside teacher vacancies in general, but they made up a lower proportion of total unfilled positions than they had before. They largely attributed the shift to teachers who were motivated by the incentive to move from general education classrooms to special education placements, not by increased retention of existing special education teachers.

While Hawaii’s special education teacher shortage hasn’t been erased, students within special education programs are now more likely to be taught by qualified teachers because of the bonuses, they concluded.

2. States and districts prepare new special education teachers with retention in mind

Advocates for grow-your-own programs and teacher apprenticeships—which allow candidates to earn teaching credentials while learning on the job—say the approach may allow new special education teachers to enter the role with a greater awareness of the challenges they will face. And that may help schools retain them longer.

Many participants in the University of North Dakota’s Special Education Resident Teacher Program complete their training at schools where they will later work full time, director Amy Jacobson said. The program allows candidates to earn a master’s degree in special education while working with a mentor in a partner district as well as a mentor at the university to learn the ropes.

Organizers recently developed an option that allows candidates without four-year degrees to get a bachelor’s and a master’s degree simultaneously. That opened the door for paraprofessionals, who often have years of hands-on experience in special education, to become full-time teachers.

“They are already vetted by the school districts, and they have an interest and a passion to work in special education,” Jacobson said.

Similarly, a unique teacher residency program led by the Washington Education Association draws former paraprofessionals and emergency substitute teachers with experience in special education classrooms, organizers recently told Education Week.

The program rotates participants through four different special education settings, including teaching alongside general education teachers, to better prepare them for a variety of potential roles.

“When you become a special ed. teacher, there’s so much variety within that, and you don’t know what you don’t know,” Annie Lamberto, the special populations coordinator for WEA, told Education Week. “We wanted our residents to be able to find not just what they’re good at and what their strengths are, but what they’re passionate about.”

3. Administrators combat special education teachers’ workplace isolation and burnout

Special education teachers are usually stressed because they lack the support and resources to do their jobs well, not because of the students they serve, Bettini said.

They have fewer in-school peers than their general education colleagues, and they are often led by principals without experience in special education, she said. That can lead to a feeling of isolation.

A lack of special education funding, inadequate support staff and school psychologists, and other systemic problems can lead teachers to feel like they are failing the very students they want to help, Bettini said.

Administrators can address these stressors by seeking their own professional development on how to support special education teachers and by inviting regular feedback about how to include special education teachers in curriculum purchasing decisions, planning schedules, and schoolwide policy conversations, she said.

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Instructional Assistant - Special Education (3.5 hrs/day) at Cucamonga School District

Application Deadline

6/10/2024 4:00 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, about the employer.

The Cucamonga School District is a TK - 8 district that serves approximately 2,450 students with 150 teachers and administrative staff and an additional 125 support staff. Our District's educational program is built on a 21st Century vision for our students. We want our students to exemplify creativity, innovation, critical thinking, problem solving, empathy, initiative, self-direction, resilience, social and cross cultural skills, and information, communication, and technology literacy. Our staff guides students to leverage current technology using best teaching practices in a 1:1 environment to maximize their learning as we prepare students for their future success in college, career, and life.

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START DATE: 2024/2025 School Year; August 6, 2024 See attached job description for duties and qualifications. Work Hours: 11:25am to 2:55pm OR 11:20am - 2:50pm

Successful candidate must be NCLB compliant by having ONE of the following: (1) AA Degree (or higher), OR a (2)Chaffey NCLB Instructional Assistant Certificate, OR (3) at least 48 semester units at an accredited institution. CURRENT CUCAMONGA SCHOOL DISTRICT EMPLOYEES & CURRENT SUBSTITUTE CUCAMONGA SCHOOL DISTRICT EMPLOYEES/OUTSIDE APPLICANTS: The following documents MUST be attached to your on-line application (please do not email, fax or mail attachments): * Copy of AA Degree (or higher), OR transcript reflecting at least 48 semester units, OR Copy of NCLB Certificate from Chaffey Adult School * Two Letters of Recommendation (dated within the last 2 years) * Current Resume

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Elektrostal , Moscow Oblast, Russia

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Senior Accounting Manager

🔍 georgia - fulton - atlanta, job summary.

Are you a detail-oriented professional with a passion for accounting and financial management? The Teachers Retirement System of Georgia is seeking a dedicated Senior Accounting Manager to join our dynamic team. In this role, you will play a crucial part in managing and performing a variety of professional accounting, financial reporting, and budget functions under general supervision.

As an integral member of our team, you will:

·          Develop and implement solutions to complex accounting issues.

·          Assist in applying professional standards.

·          Perform a diverse range of accounting duties, including oversight of accounts payable, payroll functions, and the monthly closing of accounts.

This position requires a minimum of 5+ years of management and supervisory experience, ensuring you have the expertise to lead and mentor your team effectively. Additionally, the role offers a broad scope of responsibilities, ensuring that each day brings new and challenging tasks.

If you have strong organizational skills, an eye for detail, and the ability to meet demanding deadlines, we encourage you to apply and support both Teachers Retirement System of Georgia and Employees’ Retirement System in maintaining their financial integrity. Join us and contribute to our commitment to excellence in financial management.

This position will report directly to the Assistant Controller and play an instrumental role in the Financial Services Division.

  Minimum Qualifications & Education

·         Bachelor’s degree in Accounting from accredited college or university

·         7+ years of progressively responsible work experience in accounting, financial reporting, and analysis

·         CPA or other relevant professional certification

·         5+ years of management or supervisory experience

·         Strong computer skills including advanced Excel

·         Strong oral and written communication skills

·         Strong problem solving skills, advanced accounting principles knowledge, documentation skills, research and resolution skills, data analysis and multi-tasking skills

·         Organized, with the ability to manage multiple projects simultaneously and meet deadlines

Preferred Additional qualifications

·         3+ years audit experience

·         Microsoft Dynamics, Management Reporter, and WDesk experience

Additional Eligibility & Qualifications (certificates, Special equipment)

Essential duties & responsibilities.

·         Manages the daily activities of financial services to ensuring that work is properly allocated and completed in a timely and accurate manner

·         Manages daily Cash Management function to ensure accurate and appropriate bank account balances

·         Reviews and approves check requests ensuring correct amount and proper expense account

·         Prepare budgets and forecasts

o    Prepares line item budgets; interacting with division directors and key staff members

o    Analyzes division budget data and provides recommendations

o    Prepare monthly and annual communication to the Office of Planning and Budget and monitor progress of budgets through their system

o    Ensure budgetary reports are produced accurately and timely

o    Initiate and monitor monthly allotment requests utilizing the Planning and Budget System

o    Collect, compile, and submit budget program performance measures data to OPB

o    Prepare periodic cash forecasts for Division of Investment Services

·         Plan and coordinate the strategic planning process

o    Collect and analyze data from various divisions and provide guidance

o    Compile and submit annual plan to OPB

o    Monitor goals, strategies, and measures and report as needed

·         Responsible for the preparation and coordination of deliverables associated with annual and interim federal and state tax filings; assist with quarterly tax calculations

o    Prepare and review the quarterly and year-end tax returns

o    Manage and facilitate resolution of IRS and State tax issues: preparing responses, creating schedules, etc.

o    Research various tax issues

·         Assist in accounting closes and preparation of financial statements and reports

o    Complete monthly and year-end financial reports to include the preparation of journal entries, variance analysis, & the review and revision of disclosures

o    Assist with the preparation of the Annual Comprehensive Financial Report (ACFR)

o    Assist with the preparation of the annual GASB 68 and 75 reporting

o    Ensure financial statements and reports are produced accurately and timely

o    Maintain a detailed understanding of the accounting systems including a detailed reconciliation between reports

o    Monitor and analyze expenditures

o    Apply GAAP knowledge to financial statements to address new standards and changes

o    Review, analyze, and reconcile financial information

o    Identify and implement process improvements.

·         Assist in managing and staffing Financial Services with qualified personnel capable of meeting the objectives and responsibilities of the department:

o    Interview, hire, supervise, plan, assign, coordinate, and direct the activities of assigned personnel

o    Make staffing decisions including evaluating performance, coaching and appraising performance, administering disciplinary action, prioritizing department requests, reviewing completed work, and training assigned personnel as needed on accounting processes

o    Address and resolve employee issues as they arise

·         Assist with annual financial, budgetary, ACFR, and GASB 68 and 75 audits

o    Responsible for the preparation and coordination of deliverables associated with requests from external auditors

o    Review insurance policies, ensure adequate coverage is maintained, and compile and submit required reporting

·         Design and code financial reports utilizing Microsoft Dynamics Management Reporter and WDesk reporting tools

o    Assist with systems enhancements, implementations, and balancing

·         Assess accounting policies and procedures and implement improvements

o    Perform technical research and resolution of accounting matters as needed, including documentation of conclusions

o    Evaluate and maintain internal controls

o    Makes recommendations designed to improve efficiency

·         Support all work of the Financial Services Division as needed

o    Provide oversight and guidance to other team members

o    Special projects as assigned

·         Performs other duties as assigned

Knowledge, Skills, and Abilities           

·         Knowledge of the practices of public administration and management.

·         Knowledge of relevant state and federal laws and regulations.

·         Knowledge of Generally Accepted Accounting Principles and Generally Accepted   Auditing Standards.

·         Knowledge of FASB, GASB, and GFOA reporting requirements.

·         Knowledge of actuarial principles and concepts.

·         Knowledge of state budget policies and procedures.

·         Knowledge of accounting and software packages

·         Skill in analyzing financial statements.

·         Skill in problem solving and decision making.

·         Skill in critical thinking.

·         Strong attention to detail.

·         Ability to communicate across all level of the agency.

·         Ability to meet required deadlines.

·         Ability to respond to changing circumstances and priorities in a focused manner.

·         Ability to work independently with minimum direction.

·         Maintains confidences and handles confidential information with appropriate discretion.

·         Ability to exercise sound judgment in making critical decisions.

·         Ability to communicate effectively in both oral and written form.

·         Ability to handle difficult and stressful situations with professional composure.

·         Ability to build and maintain effective working relationships with all levels of management and staff.

Work Environment

The work is typically performed in an office environment.   The occasional teleworking option may also be available.

Physical Demands of the Job

The physical demands of the work job is sedentary work which involves exerting up to 10 pounds of force occasionally or a negligible amount of force frequently to lift, carry, push, pull, or otherwise move objects, including the human body. Sedentary work involves sitting most of the time, but may involve walking or standing for brief periods of time.

While performing the duties of this job, the employee will also regularly be required to talk, hear, and use hands and fingers to operate a computer and telephone keyboard reach, specific vision abilities required by this job include close vision requirements due to computer work.

Due to the volume of applications received, we are unable to provide information on application status by phone or e-mail. All qualified applicants will be considered, but may not necessarily

receive an interview. Selected applicants will be contacted by the hiring agency for the next steps in the selection process. Applicants who are not selected will not receive a notification.

This position is subject to close at any time once a satisfactory applicant pool has been identified.

Candidates for this position are subject to a reference and a background check.

• Requisition ID: AUD00AX
• Number of Openings: 1
• Shift: Day Job
• Posting End Date: Jun 17, 2024

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