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INCLUSIVITY

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Nine Powerful Ways to Promote Inclusion in the Classroom

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In the United States, the landscape of education has been steadily evolving towards inclusivity.

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This website discusses the importance of inclusivity within the classroom. This article mentions that a study conducted by the National Center for Education Statistics, students involved in inclusive learning were "7 percent more likely to demonstrate empathy towards their peers but also report lower levels of anxiety and depression."

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Inclusion in the classroom:

Incorporating literature and educational materials that represent various cultures, languages, and perspectives

Providing accessible resources and accommodations for students with disabilities

Using flexible teaching strategies to accommodate different learning styles and preferences

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This is teacher related and can be used to promote inclusivity of students with disabilities, different cultural backgrounds, and learning styles.

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EDUCATIONAL GAMES

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Cooperative Games for Children with Special Needs

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Cooperative games for special needs children to build confidence and self esteem

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This website describes the the importance and benefits of cooperative games for special ed students, including communication, conflict management skills, and decision making skills.

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This is a teacher related website, but it could easily be interpreted by parents of students with disabilities to promote fun, educational pass times for children.

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Examples of some cooperative games:

Trust games

Big floor puzzles

Creating stories

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TESTING ACCOMMODATIONS

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Testing accommodations remove barriers to the test-taking process so that students with disabilities and Multilingual/English language learners (MLLs/ELLs) are able to demonstrate their knowledge and skills. Testing accommodations do not change the content or skills that a test measures. This page provides answers to frequently asked questions about testing accommodations.

Who receives testing accommodations?

Students with Disabilities

Students with disabilities who have IEPs or 504 Plans may receive testing accommodations on all assessments, including New York State and New York City assessments, classroom assessments, and auditions. To receive testing accommodations, a student's IEP or 504 Plan team must include the testing accommodations a student requires on the student's IEP or 504 Plan. Work with your child's IEP or 504 Plan team to review and update your child's testing accommodations each year.

Students Who Have Been Declassified

A student who has been declassified from special education services will receive the testing accommodations listed on the Declassification from Special Education Services document until:

The student receives a Regents, Advanced Regents, or Local diploma; or

The student ages out of school at 21 years old.

Monitoring of appropriateness of the accommodations for the student is important although no formal annual meeting will occur. If a student's needs or the type of assessments in which the student participates changes, a 504 plan should be developed to document the current accommodations the student requires.

Multilingual/English Language Learners (MLLs/ELLs)

MLLs/ELLs may receive the following testing accommodations on New York State and New York City assessments:

Flexible setting (1:1 or small group; separate location)

Bilingual glossary: direct word translations, not definitions

Test form: use of English and alternate language test forms at the same time

Oral translation: only available for New York State tests that do not have alternate language forms

Flexible response format: written responses in native language, if using alternate language test forms or receiving oral translations

MLLs/ELLs may not receive testing accommodations for the New York State English as a Second Language Achievement Test (NYSELAT) unless they have an IEP or a 504 Plan.

How do IEP and 504 teams determine eligibility for testing accommodations?

IEP and 504 teams consider the student's individual needs when determining if a student is eligible for testing accommodations. IEP and 504 teams include parents and school staff who review a variety of data and information about the student, including the accommodations the student receives in the classroom, to identify the most appropriate testing accommodations. Testing accommodations are documented on students' IEPs and 504 Plans.

Can students receive testing accommodations if they do not have an IEP or 504 Plan?

Yes, but only in emergencies. Students who have temporary impairments within 30 days of a New York State or New York City assessment may receive certain testing accommodations, if approved by the principal. Principals may only approve the following emergency testing accommodations:

Tests read (for visually impaired students only);

Alternate method of response (for students with an injury to their dominant hand);

Extended time; and

Separate location.

If students will continue to require testing accommodations, the school should begin the referral and evaluation process for an IEP or 504 Plan. as appropriate.

What are some examples of testing accommodations?

Changes to the format of the test: a test can be provided in large print or Braille; a test may also be read aloud via a human reader, audio or digital format

Changes to the way students record their answers: Answers may be typed rather than handwritten, or answers can be recorded in the test booklet, in which case the proctor transfers the answers from the test booklet to the answer sheet

Flexible timing or scheduling: extended time, breaks

Flexible location or setting: a separate location with a smaller group of students

Can students receive testing accommodations on New York State Assessments and Regents exams?

Yes, but there are some testing accommodations that are not necessary or allowed. Students with disabilities will not receive extended time on the Grades 3-8 English Language Arts and Math assessments because these tests are untimed. However, students with disabilities who are eligible for breaks will receive this accommodation. Regents exams are timed, and students with disabilities will receive extended time if they have this testing accommodation on their IEPs or 504 Plans.

On the Grades 3-8 English Language Arts assessment, only test directions that are read aloud to all students may be read aloud to students with the accommodation "directions read." Students are not allowed to use grammar-checking devices.

For students with disabilities whose testing accommodations include "tests read," the IEP or 504 Plan will specify if this accommodation includes tests of reading comprehension. If it does, the student will receive this accommodation on the Grades 3-8 ELA assessment and the ELA Regents Exam.

On the Grades 3-8 Math assessment, students may use counting blocks, counters, or an abacus if they have this testing accommodation on their IEP or 504 Plan. Calculators are not allowed on the Grades 3-5 Math assessment and are permitted only in certain books on the Grades 6-8 Math assessment. Calculators are permitted on all Math Regents exams.

Can students receive testing accommodations on the NYC Gifted and Talented test?

Yes. Parents should review the New York City Gifted & Talented Handbook or contact GTHelp@schools.nyc.gov with questions about testing accommodations.

Can students receive testing accommodations on middle and high school admissions tests?

Yes. Some high schools have their own admissions tests or auditions. If students plan to apply to high schools that have their own admissions tests or auditions, families should contact the high school in advance to make sure the school is prepared to provide the testing accommodations.

The testing accommodations students receive on the Specialized High Schools Admissions Tests are the same as the testing accommodations they receive on other assessments. For students with disabilities, testing accommodations must be documented on the IEP or 504 Plan. Students must have a history of receiving the accommodations they are requesting for the Specialized High Schools Admissions Test. The New York City Department of Education will not approve testing accommodations for the Specialized High Schools Admission Test only, except in emergency situations.

Can students receive testing accommodations on College Board exams?

Students may receive testing accommodations on College Board exams, including the SAT School Day exam. Families must give their consent for the Services for Students with Disabilities (SSD) Coordinator at their child's school to apply for accommodations on their child's behalf. You should discuss this process with the SSD Coordinator at your child's high school during your child's first year of high school. Any testing accommodations approved by the College Board will be in effect for all College Board exams your child takes.

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Testing accommodations remove barriers to the test-taking process so that students with disabilities and Multilingual/English language learners (MLLs/ELLs) are able to demonstrate their knowledge and skills. Testing accommodations do not change the content or skills that a test measures. This page provides answers to frequently asked questions about testing accommodations.

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This website explains the purpose of testing accommodations, and provides answers to frequently asked questions about test accommodations. Some common questions include: How do IEP and 504 teams determine eligibility for testing accommodations? What are some examples of testing accommodations?

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This site is targeted toward parents/guardians to educate and answer common questions about testing accommodations.

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Examples of accommodations:

Changes to the format of the test (ie. braille, larger fonts, human/audio readers)

Changes to the way students record their answers (ie. answers may be typed rather than handwritten, or answers can be recorded in the test booklet)

Flexible timing, breaks

Flexible location or setting

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GIFTED & TALENTED STUDENTS

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How to Identify and Support Gifted Students in the Classroom - Graduate Programs for Educators

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Just because a student is gifted doesn’t mean they don’t need support. Learn about how to identify and support gifted students in the classroom.

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This website explains what gifted students are and how they may perform at higher levels than other children. This article also presents strategies on how to support gifted students within a classroom environment.

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This article was published for an audience of teachers, to explain how to support gifted students needs in the classroom.

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Though gifted learner may excel beyond their classmates, they need as much assistance as any other student. Without the proper support from teachers, students may show "little academic growth and even becoming underachievers". This article mentions strategies like utilizing student interests, making layered assignments, and allowing gifted students to work together.

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ASSISTIVE TECHNOLOGY

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This publication provides a definition of assistive technology, a brief overview of basic special education requirements related to assistive technology and answers commonly asked questions regarding assistive technology for students in special education programs. Assistive technology is also known as AT.

What is assistive technology?

Assistive technology consists of devices and services. An assistive technology device is an item or piece of equipment that helps a person with a disability increase, maintain, or improve a student's functional capabilities. Assistive technology devices can be high-tech or low-tech. Examples of assistive technology devices are:

Wheelchair or wheelchair ramp;

Voice-activated computer;

Telecommunication device;

Electronic note takers and cassette recorders;

An auditory FM trainer and closed circuit TV;

Large-print books;

Word prediction, voice recognition and synthesis, and word processing software;

Switches and controls for access to equipment;

Tactile materials for visually impaired students, such as Braille flashcards, pegboards for teaching shapes or spatial relations, manual and electronic Braillewriters, and adaptive paper that provides extra visual or tactile feedback such as raised-line paper;

Pencil grips;

Hearing aids.

Medical devices that are surgically implanted are not considered assistive technology devices.

An assistive technology service is any direct assistance to the student with a disability in the selection, acquisition, or use of the assistive technology device. Assistive technology services include, but are not limited to:

an evaluation of a student's need, including a functional evaluation in the student's customary environment;

the purchasing, leasing, or acquiring of an assistive technology device;

the selection, design, fitting, adapting, repairing, and replacing of an assistive technology device; and

the training or technical assistance for a student, the student's family, or other professionals who provide services to or are otherwise substantially involved in the student's major life functions.

Brief overview of special education requirements and terms

The Individuals with Disabilities Education Act (IDEA) is the federal special education law that requires public schools to provide all children with a Free Appropriate Public Education (FAPE). To provide FAPE to a student with a disability, schools must provide special education and related services. Special education is defined as "specially designed instruction . . . to meet the unique needs of a child with a disability...." Related services means "transportation, and such developmental, corrective, and other supportive services... as may be required to assist a child with a disability to benefit from special education...." Related services include, but are not limited to, speech-language pathology and audiology services, interpreting services, psychological services, and physical and occupational therapy.

Schools must provide FAPE in the Least Restrictive Environment (LRE). LRE means that:

To the maximum extent appropriate, children with disabilities... are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Supplementary aids and services are "aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate...."

If, after an appropriate evaluation, a student qualifies for special education services under the IDEA, the student's Individual Education Program (IEP) team must create and implement an IEP for that student. An IEP is a written statement that contains a detailed description of the individualized instruction and services a student with disabilities needs to receive FAPE.

How can a student obtain assistive technology devices and services?

The IEP team always should consider a student's need for assistive technology. If a student, parent, teacher, or other member of the IEP team notices that assistive technology is not being considered and believes it should be, the person should raise the concern at the annual IEP meeting or request a meeting to discuss the assistive technology. At the meeting, the IEP team will determine whether the assistive technology would allow the student to benefit from educational instruction or meet IEP goals and objectives.

Assistive technology devices and services can be included in an IEP for two reasons: 1) as special education or a related service; and/or 2) as a supplementary aid and service. First, if the individual needs an assistive technology service or device as special education or a related service necessary to receive FAPE, then that service or device should be made available. Examples of an assistive technology device and service provided as special education designed to meet the unique needs of a child with a disability includes a voice-activated computer and training for the student and teacher to use the computer. An example of an assistive technology service provided as a related service to assist a child in benefiting from special education includes speech-language services related to use of a voice-activated computer.

Second, under the LRE requirement, a school must provide supplementary aids and services to ensure children are educated in a regular education environment to the maximum extent possible. Therefore, assistive technology can be necessary to ensure that the LRE is maintained, even if it does not directly affect the receipt of FAPE. In this instance, assistive technology is considered a supplementary aid or service and should be included in the IEP and provided to the individual. An example of an assistive technology device and an assistive technology service provided as a supplementary aid and service is a wheelchair that allows a child to access classrooms and physical therapy to use the wheelchair.

Regardless of which category the assistive technology need falls into, it should be included in the individual's IEP. Specifically, the IEP should include a statement of the special education and related services and supplementary aids and services to be provided to the student. The special education and related services and supplementary aids and services contained in the IEP statement should allow the student to advance appropriately toward annual goals, to be involved in and make progress toward the general curriculum, and to be educated and participate with other students with and without disabilities.

Can a student take his/her assistive technology home?

The school should provide assistive technology in the home if the student requires the use of the assistive technology in the home to receive FAPE. For example, if the student needs an assistive technology device to complete homework assignments, then the student should be allowed to take the assistive technology device home. The IEP team, of which the parent and the child are a part, should make this determination on a case-by-case basis.

How can a student obtain funding for assistive technology?

The student or parent should discuss possible funding with both the school and other funding source representatives, including Medicaid-funded services case managers. Possible sources of funding for students in need of assistive technology include:
* The school district;
* Private insurance, with parental consent;
* Medicaid or other public benefits, with parental consent; and
* Division of Vocational Rehabilitation services.

The Office of the Superintendent of Public Instruction (OSPI) is responsible for creating agreements between it and the above non-educational public agencies to ensure that students receive any special education or related services, supplementary aids and services, and transition services that are necessary to provide the student with FAPE, including assistive technology devices and services. If a non-educational public agency fails to provide or pay for these services, the school district developing the student's IEP must provide or pay for the service in a timely manner, but the school district can seek repayment from the other agency.

What if the IEP team does not approve the request for assistive technology?

If the IEP team determines that assistive technology is not necessary, the student's parent or teacher may request a reevaluation of the student. Other members of the team also may determine that a reevaluation is necessary before making a determination, and may request a reevaluation.

Students, parents, and school officials may disagree about a student's assistive technology needs. If there is still disagreement about assistive technology needs after a reevaluation and the student's parents believe that the school's evaluation was inadequate or failed to address the student's assistive technology needs, the parents have the right to request an independent evaluation of the student. Parents also can submit a citizen complaint with OSPI or request a due process hearing to challenge the denial.

What if the student's assistive technology device is in need of repair?

Maintenance and repair of assistive technology devices are included in the definition of assistive technology service.

What can a student or parent do if they are having trouble obtaining assistive technology at school?

DRW's publication "Special Education Resources" lists many organizations that may assist parents and students with special education issues. Along with contacting DRW for technical assistance about assistive technology issues, a few particularly relevant resources are:

Northwest Access Fund
1437 S Jackson St, Ste 302
Seattle, WA 98144
(206) 328-5116 Voice
(877) 428-5116 / (888) 494-4775 TTY
info@nwaccessfund.org
www.washingtonaccessfund.org

Northwest Access Fund, formerly known as Washington Access Fund, provides loans for assistive technology and home and vehicle accessibility modifications. It also provides tips on what to think about when purchasing assistive technology to make sure the assistive technology is appropriate. Northwest Access Fund helps callers identify other sources of funding and resources to help with money management issues.

Washington Assistive Technology Act Program (WATAP)
(800) 214-8731 / TTY (866) 866-0162
watap@uw.edu
www.watap.org

WATAP offers information and referrals to family members, employers, employment service providers, educators, health care providers, social service providers, and others seeking assistive technology services and knowledge. WATAP is part of the University of Washington Center for Technology & Disability Studies. It provides assistive technology resources and expertise to help people make decisions and obtain the technology and related services needed for work, education, and independent living.

Washington State Governor's Office of the Education Ombuds
155 NE 100th St, #210
Seattle, WA 98125
(866) 297-2597
http://oeo.wa.gov

The Office of the Education Ombuds (OEO) helps resolve disputes and conflicts between families and elementary and secondary public schools in all areas that affect student learning. OEO is part of the Governor's Office and functions independently from the public school system. OEO's intake and services are conducted primarily by telephone and are free and confidential. Ombuds can answer questions and provide information about what a parent's and student's rights are, facilitate meetings to find resolution to problems and concerns, and assist parents with navigating the public school system.

The following federal funding partner shared in the cost of producing this material: the Administration on Intellectual and Developmental Disabilities, AIDD (1501WAPADD). These contents are the sole responsibility of Disability Rights Washington and do not necessarily represent the official views of AIDD.

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Assistive Technology for Special Education Students - Disability Rights Washington

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This publication provides a definition of assistive technology, a brief overview of basic special education requirements related to assistive technology

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This website explains the Individuals with Disabilities Education Act (IDEA) and the Free Appropriate Public Education (FAPE) and their relevance within supplying technology for students with disabilities. This site also goes over some common technologies that are required for schools to have, and student funding for assistive technology.

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This website is meant for the knowledge of the general public regarding assistive technology within a school environment. This article also answer common questions about technology that parents/guardians may have regarding their child.

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Examples of assistive technology:

Wheelchair or wheelchair ramp

Voice-activated computer

Electronic note takers and cassette recorders

Large-print books

Tactile materials for visually impaired students

Pencil grips;

Hearing aids.

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ADHD

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Teaching Students with ADHD - HelpGuide.org

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Dealing with ADHD in the classroom? These tips for teachers will help you overcome common challenges.

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This website explains what ADHD symptoms may look like, strategies for teachers with ADHD students, how to deal with disruptive behavior, and accommodations.

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This was written for the audience of educators, providing strategies for teachers when it comes to teaching/dealing/accommodating students with ADHD

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Strategies for Teachers:

establish eye contact

list the activities of the lesson

use visual aids

ignore mildly inappropriate behavior

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READING & LITERACY SKILLS

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Literacy in Individuals With Severe Disabilities

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Emergent literacy begins at birth whether or not a child has a disability.

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This site talks about emergent literacy and researched-based methods that have helped individuals with disabilities - this includes increasing interaction during book sharing, increasing the use of braille, and awareness of rhyme and other phonologic aspects of language.

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The audience of this article would be the general public, explaining that " literacy skills are needed to maximize participation, education, self-determination, employment, quality of life, and enjoyment may hinge on an individual's ability to read and/or to write."

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Important take-aways:

Emergent literacy begins at birth. It is not restricted by age or disability and develops as a result of opportunity and experience

A variety of research and development efforts over the past two decades confirm that individuals with severe disabilities can learn to read and write.

When individuals with severe disabilities are provided with access to comprehensive instruction, they can develop conventional reading and writing skills.

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SPECIAL ED CERTIFICATION

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Special Education Teachers in Texas are in High Demand

It's no surprise that 49 states report a shortage of special education teachers, and 82% of special education teachers report that there are not enough professionals to meet the needs of students with disabilities. The Houston Chronicle reported a 21% growth for special education teachers at the preschool through elementary school levels and a 20% growth rate at the middle-school level. The projected growth in the employment of all special education teachers nationwide is 17% until 2020.

If you want to become a special education teacher in Texas, look no further than Texas Teachers. The Texas Teachers alternative certification program will get you fully certified to teach special education, either one-on-one with exceptional students, teaching in a classroom of developmentally delayed students, or teaching in a classroom with mostly average learners and being able to accommodate just a few learning disabled students.

Special Education (SpEd) Teacher Salaries

Since there is a growing need for special education qualifications in Texas, special education teachers enjoy more benefits than other teachers who are certified in another subject area. Special Education teachers may be offered higher salaries and often times are given a stipend by their employing school district as an incentive for retention.

Special Education teachers also receive many less tangible rewards, as their exceptional students' progress can be greatly inspiring. Most positions will offer full benefits such as medical, dental and vision insurance, along with paid summer, winter, and spring vacations, and a retirement plan. You may also receive additional pay for working with students for their extracurricular activities.

According to the , the salary for special education teachers is as high as U.S. Bureau of Labor Statistics' (BLS) $67,394. On top of that, many districts will pay special education teachers a $1,000-$3,000 stipend each year.

Steps to Becoming a SpEd Teacher This Year

The Texas Teachers program is approved by the state of Texas to certify teachers in special education in a number of ways. All you need is a bachelor's degree in any major with a 2.5 GPA to get started. We will need a completed application and official transcripts to admit you into the program.

Step 1: Training
After being admitted to our program, you will complete innovative, engaging online training, and teacher observations to get you ready for the classroom. The Texas Teachers of Tomorrow program provides extensive training in pedagogy, allowing special education teachers to gain all of the skills and knowledge necessary to become an effective teacher before ever stepping foot in the classroom. Throughout the training you will observe the classrooms of veteran special education teachers and complete projects to expand upon that field experience.

Step 2: Testing
Special Education teachers who teach core content to a classroom of developmentally delayed students at the elementary or middle school levels will need to pass both the special education TExES exam and the Core Subjects Exam . Texas Teachers helps you prepare for these exams with comprehensive test preparation modules and an online study community. Additional test preparation materials are also provided on our Study Resources page.

Special Education teachers who teach one or more students who are included in a traditional classroom (also known as 'inclusion') will need to pass only the special education TExES exam.

Teachers of any subject at any grade level can add the special education certification by passing the special education TExES exam. Passing this exam allows teachers to accommodate just a few students with disabilities in their classrooms. The demand for this application of special education qualifications has steadily grown, as it allows hiring districts more flexibility when assigning students to a professional educator's classroom.

Step 3: Teaching
During your first year of teaching, also known as the Internship Year, you will receive full pay and benefits. The Internship Year provides the opportunity to work directly with children and lead your own classroom while also having help from your assigned Field Supervisor, a veteran educator with more than 15 years of experience in education.

Upon successful completion of your internship year and program requirements, you will become a fully certified teacher. Special Education teachers are in very high demand in Texas. Make a difference in the lives of students in your community by becoming a certified teacher today.

apply now

The Role of the Special Education Teacher

An early childhood special education teacher is responsible for helping infants and toddlers under the age of 5 build learning skills to prepare them for school. Parents, therapists, social workers, and medical professionals all work together to determine the best possible environment and strategies for each child.

Elementary and secondary special education teachers build lesson plans based on their assessment of each of their students' needs. Individualized Education Programs (IEPs) are central to this process. Each student has their own specific set of needs and circumstances, and the IEP serves as a road map to track the student's progress, informing the strategy behind how supervising teacher assistants, group activity, one-on-one instruction, and parents come together to assist the student in accomplishing their goals toward progress in the classroom.

The special education teacher works in conjunction with general education teachers as well as counselors and administrators to further the goals set forth in a student's IEP. As each student's educational steward, the special education teacher updates the IEP throughout the year to reflect their progress and goals. The IEPs you create for students will collectively determine how you structure your classroom. The Texas Teachers training program will teach you how to create effective individualized education plans based on state standards. Once the IEPs have been established, the special education teacher works with students and parents to carry them out.

Responsibilities of the Special Education Teacher:

Assisting students as they acquire basic life skills

Behavioral and emotional development

Designing and implementing modified curricula to fit student abilities

Assessing students' performance via modified testing procedures such as oral examinations, larger print materials, and extended test times

Collaborating with parents, counselors, physical therapists, medical professionals, administrators, and other teachers

Characteristics of a good Special Education teacher:

Organized and good at multitasking

Able to provide and cultivate structure for students' routines

Optimistic and positive

Displays empathy and is accepting of their students

Calm and even-tempered, even in emergency situations

Creative problem solver

Seeks to truly understand and encourage students

Intuitive and able to anticipate students' needs

Patient and kind

Team player

Are you ready to learn more about becoming a special education teacher in Texas? Apply for free and one of our expert program advisors will contact you to help you develop a personalized path to certification!

apply now

SPECIAL EDUCATION TEACHER JOBS:

Typically, special education teachers work with students from pre school to high school. Some special education teachers may need to travel or work in residential facilities, hospitals, and the students' homes. Working in a child's home is typically more common from special education teachers that work with infants and toddlers. Many more people are starting to go into the special education teacher profession, with a projected 8% of grown from 2022-2030 and about 38,600 job openings each year.

What is a special education teacher?

A special education teacher is someone who is a trained and certified professional, working with children and youths who have a range of disabilities. The work of a special education teacher is focused on helping students achieve their highest potential and work to excel beyond limitations. What special education teachers are able to teach their students may range depending on the disabilities of the child. Those with severe cognitive, emotional, or physical disabilities may be taught life skills and basic literacy, while those with mild or moderate disabilities may be taught the general education curriculum with modifications. Either way, being a special education teacher is an admirable and necessary occupation.

How to become a special education teacher?

Ever wonder what qualifications you need to become a special education teacher ? Look at the checklist below to see what the requirements are for this career path and how you can complete it through the Texas Teachers program:

Obtain a bachelor's degree in any field or major and receive a 2.5 GPA

Complete and submit an application and official transcriptios to be admitted into the Texas Teachers program

Complete all of your online training and modules

Pass the special education TExES exam and the Core Subjects Exam

Complete an internship and all program requirements

Now you are a special education teacher !

How much does a special education teacher make?

On average in the United States, a special education teacher makes around $61,500 per year. However, in Texas, special education teachers make an average of $58,000 per year. In terms of hourly pay, dollar amount can rage from $22 to $35 and depends on a variety of factors, like education, certifications, additional skillsets, and amount of time spent in the profession. Below is a list of best states for special education teachers with average salary and number of jobs:

1. Maryland - the average salary is $68,000, and the number of jobs is 1,060.

2. Connecticut - the average salary is $56,000, and the number of jobs is 580.

3. District of Columbia - the average salary is $65,000, and the number of jobs is 235.

4. New Jersey - the average salary is $55,500, and the number of jobs is 1,400.

5. New York - the average salary is $60,000, and the number of jobs is 1,700.

What does a special education teacher do?

A typical day for a special education teacher can vary based on the children that are being taught, and where the teacher is actually teaching. Typically, the teacher will have to initially give students an assessment to gauge where they are at academically. From there, the special education teacher will create lesson plans or Individual Education Plans (IEPs). This helps students have both goals and teachers have action plans for completing the goals. Special education teachers may also have to create plans for students that are visually impaired and hearing impaired. Again, these responsibilities are not all of the responsibilities for a special education teacher, and each special education teacher will have their own experiences.

Are you ready to learn more about becoming a special education teacher in Texas? Apply for free and one of our expert program advisors will contact you to help you develop a personalized path to certification!

The National Association of Special Education Teachers (NASET) provides additional support specifically for prospective special education teachers. Their website provides valuable resources such as their Classroom Management Series publication, video lectures, and much more.

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Special Education Texas Teachers - Teachers of Tomorrow

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Teaching Jobs in Special Education are in High Demand. Texas Teachers of Tomorrow program will get you fully certified to teach special education.

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This site is meant for an audience that is interested in becoming a special education teacher, or interested in the characteristics of a special ed teacher.

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This website starts off by saying that special education teachers are in very high demand and explains that (in Texas) special ed teachers have more benefits than teachers without the certification. The article also talks about the requirements and characteristics that potential teachers should have.

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Responsibilities of a Special Ed Teacher:

Assisting students as they acquire basic life skills

Behavioral and emotional development

Assessing students’ performance via modified testing procedures such as oral examinations, larger print materials, and extended test times

Collaborating with parents, counselors, physical therapists, medical professionals, administrators, and other teachers

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SPEECH & LANG IMPAIRMENTS

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Speech and Language Disorders Factsheet (for Schools) (for Parents) - Nemours KidsHealth

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What teachers should know about speech and language impairments, and how to help students with impairments succeed in school.

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This website explains what teachers should know about speech and language impairments, and what they can do to make sure students are comfortable and supported.

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This is meant as a guide for teachers in order to assist their students.

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Students with speech and language problems can feel stressed and anxious, which can make it even harder to talk and express themselves. To help with this, teachers should have kids sit closer to the front of the class, making it easier to help them with questions and assignments, give extra time to complete assignments or make-up work when needed, and promote patience when students speak in class.

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VISUAL IMPAIRMENTS

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Students with visual impairments include those with low vision and those who are blind. Students who are blind may use Braille to read. Students with low vision tend to read print, may use optical devices, or may also read Braille like their peers who are blind. Both students who are blind and have low vision may require specialized equipment and materials. The extent of a student's visual impairment depends on the eye condition. Vision also may fluctuate or may be influenced by factors such as inappropriate lighting, light glare, or fatigue. Hence, there is no "typical" vision-impaired student. The major challenge facing students who are visually impaired in the science educational environment is the overwhelming mass of visual material to which they are continually exposed, such as textbooks, class outlines, class schedules, chalkboards, writing, models, images and other graphic materials, etc. In addition, the increase in the use of films, videos, computers, and television programs adds to the volume of visual material to which they have only limited access. To assist in teaching a student with a visual impairment, unique and individual strategies based on that student's particular visual impairment and his/her communication media is required. (e.g., Braille, speed listening, etc.).

Geerat Vermeij is a Dutch paleontologist and one of the world's foremost authorities on mollusk evolution. He has been blind since the age of three.

Students with any type of vision impairment will have a method of accessing the learning material. It may be a laptop with zoom text, an enlarger that sits on the desk, a program such as join.me which allows them to see what is on the teacher's laptop on their laptop, enlarged text, or something else that makes the material accessible to them. If you have a student with an impairment severe enough to need this type of assistance, the case manager should be in touch with you before school starts to let you know what will be needed in the classroom. Tactile models are often very useful. You can run a thin bead of glue over all drawings so the student can also feel what they are seeing. If there is a narrow field of vision this allows the student to know that the diagram continues outside of their field of vision. You should be aware that many students with visual impairment get eye fatigue and find it much harder to read material by the end of the day. This may influence the order of the classes if that is a change that can be made. Also remember that this student will very often be unaware of visual cues that you are using and probably use routinely without being aware of it.

1. Speak to the class upon entering and leaving the room or site.

2. Call the student with a visual impairment by name if you want his/her attention.

3. Work with a student's intervention specialist for specific educational needs such as change in lighting, classroom seating, and print medium (also known as a teacher of students with visual impairments).

4. Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.

5. Describe, in detail, pertinent visual occurrences of the learning activities.

6. Describe and tactually familiarize the student to the classroom, laboratory, equipment, supplies, materials, field sites, etc.

7. Give verbal notice of room changes, special meetings, or assignments.

8. Offer to read written information for a person with a visual impairment, when appropriate.

9. Order the appropriate text books for the students in their preferred medium. Be sure to use the state NIMAS center for help in ordering textbooks.

10. Identify yourself by name, don't assume that the student who is visually impaired will recognize you by your voice even though you have met before. Be sure to identify others in the room as well.

11. If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.

12. Orally, let the student know if you need to move or leave or need to end a conversation.

13. If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.

14. Do not pet or touch a guide dog. Guide dogs are working animals. It can be hazardous for the visually impaired person if the dog is distracted.

15. Use an auditory or tactile signal where a visual signal is normally used.

16. It is not necessary to speak loudly to people with visual impairments.

General Strategies

The degree of impairment and the student's background and training (like the degree of proficiency in Braille) will affect the usefulness of the various strategies and suggestions. The various strategies given below are only suggestions. Work with a student's intervention specialist for specific modifications that are needed. Description will be necessary for pictures, graphics, displays, or field sites, etc.; the student's identification queries; and differentiation of items where touch will not discriminate; and in orientation and mobility aspects in unfamiliar situations.

1. Bring to the student's attention science role models with visual impairments to the student. Point out that this individual achieved by a combination of effort and by asking for help when needed.

2. A wide selection of optical devices are available that can be used by visually impaired students to assist in reading or working with objects that need to be observed.

3. A screen reader, closed-circuit television, or a similar system can be used to read a computer screens.

4. A screen magnifier may be used to enlarge print on a computer screen.

General Information Access for Persons with a Visual Impairment

1. Visual material needs to be accompanied by a verbal description. If you are demonstrating how to use a piece of equipment, be sure to describe the equipment and what you are doing to operate it. Read overheads aloud and describe the content of slides (see note below about large print). In a conference presentation setting, you will probably want to provide all descriptions yourself. If you are showing a video, describe the action. If you distribute videos as handouts, any action or an explanatory text that is crucial to understanding the presentation should be narrated.

2. If there are multiple speakers (such as a panel), have each speaker introduce himself or herself to the audience so that the speakers' voices are keyed for the audience as to their identity.

3. Handouts should be available in large print, audio, digital, and/or Braille formats. If this is not possible prior to your presentation, note the various individuals' preferred formats and then make your materials available to them within a short time after your presentation.

4. Large Print-People who have low vision may be able to see print if it is large enough. Prepare print information on white paper with sharp, black ink. Standard print is generally 10-12 point type. Large print is 16-18 point and up, generally an enlargement setting of 160-175% on a copy machine. Try darker settings on the copy machine to increase contrast without producing streaks. Many computer programs offer a variety of font types and sizes. Verdana or Arial is preferred. (On most newer versions of browsers, you can select Text Zoom from View Menu of the browser for larger view.)

Teacher Presentation

1. By verbally spelling out a new or technical word, you will be helping the student with a visual impairment, as well as other students.

2. Whiteboards can be used to enlarge pictures for students with low vision

3. All colored objects used for identification related to a lesson, experiment, or other directions should be labeled with a Braille label maker or otherwise tactually coded for most students with vision impairments.

4. Describe, in detail, visual occurrences, visual media, and directions including all pertinent aspects that involve sight.

5. Use a sighted narrator or descriptive video (preferably the latter) to describe aspects of videos or laser disks.

6. Describe, in detail, all pertinent visual occurrences or chalkboard/whiteboard writing.

7. Have lesson directions and class handouts available in Braille or in large print as needed by the student at the same time his peers are working.

8. Have tactile 3D models, raised-line drawings, or thermoforms (see this web page) available to supplement drawings or graphics in a tactile format when needed. Describe the tactile diagram to the student and teach him the features of the diagram.

9. Whenever possible, use actual objects for three dimensional representations.

10. Modify instructions for auditory/tactile presentation.

11. Use raised-line drawings for temporary tactile presentations.

12. Use a chalkboard/whiteboard, graphs, or slides as you would normally, but provide more detailed oral descriptions, possibly supplemented with tactile diagrams and written descriptions when appropriate.

13. Allow student to use a recording device, if needed, for recording classroom presentations or the text to use to study for future examinations.

14. Make all handouts and assignments available in an appropriate form: e.g., regular print, large print, Braille, or recorded, depending on the student's optimal mode of communication.

15. Use a monocular or assistive devices for long range observations of chalk board or demonstration table presentations.

Laboratory

1. Describe and tactually/spatially familiarize the student with the lab and all equipment to be used.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. Use an enlarged activity script, directions, or readings for a low-vision student (or taped script for a student who is blind) for use with tactile 3D models.

4. Make all handouts and assignments available in the appropriate form for the student: e.g., regular print, large print, Braille, or tape depending on the students optimal mode of communication.

5. Assistance may be needed for converting certain laboratory materials from a visual to a tactile format.

6. Familiarize the student with a visual impairment on the lab equipment to be used, if needed, before the activity.

7. Allow more time for the laboratory activities, if needed.

8. Always try to keep materials, supplies, and equipment in the same places.

9. Use a videomicroscope or similar device to help the student with a visual impairment examine images from a microscope.

10. Be sure that all solid and liquid chemicals are in proper containers with braille and large print labels placed in a specific location in the room.

11. When using a Bunsen burner be sure to place the burner on a slide resistive surface or use a slide resistant mat/liner. This will prevent the burner from moving while conducting experiments.

12. Use Descriptive Video for videos or DVDs. If Descriptive Video is not available, use a sighted narrator to describe movies, videos, or slides.

13. Provide means for the acquisition and/or recording of data in an appropriate medium for the student.

14. Always use a test tube holder when heating up a tube on the Bunsen Burner.

15. Plastic lab wear is a safer option for students with visual impairments to use when possible.

16. Make equipment available that the student with a visual impairment can access in interpreting and understanding the results of laboratory exercises (e.g., audible readout voltmeters, calculators, talking thermometers, magnifiers, etc.).

17. Use a hot plate for heating instead of Bunsen burner when possible.

18. Label material, supplies, and equipment with regular print, large print, and/or Braille, as appropriate for the student with a visual impairment.

19. Pair the student with a visual impairment with a sighted student. Then have the sighted peer describe the activities and outcomes as they are observed. Caution: be sure the student with a visual impairment is working in the lab and is not just acting as a scribe.

20. A closed circuit television can be used to magnify images.

21. Use assistive technology devices to provide auditory scanning of laboratory materials, written directions, or symbols.

22. When working on circuits, be sure to allow the student with a visual impairment to use a buzzer instead of a light to complete the circuit.

23. Prior to the enrollment of a student with a visual impairment in class, obtain laboratory equipment that has the ability to produce adaptive outputs such as: a large screen, print materials, or various audio output devices.

24. In order to determine Ph, magnification devices can be used along with talking color detectors.

25. When heating water or any other solution, the use of heatproof gloves is recommended.

26. When using pipets, the use of a colored index card or paper behind the tube as background can enhance the contrast for a student with low vision.

27. Use fixed and adjustable pipets to help with measuring liquids for experimentation.

28. Be sure that all electrical cords are taped down to the floor to avoid tripping and falling or getting caught by canes.

29. Use of a dissecting microscope and closed circuit television can help model during dissections. Be sure to familiarize the student with a visual impairment regarding the use of cutting instruments. (Videos are available online to instruct teachers about dissection with students who are visually impaired.)

Group Interaction and Discussion

1. Describe and tactually/spatially familiarize the student to the classroom.

2. Allow recording of the materials being discussed if necessary.

3. Be sure that all students state their name prior to speaking to ensure that the student with a visual impairment knows who is speaking.

4. Be sure to provide a note taker or other assistive technology device so the student with a visual impairment can take notes in the appropriate medium as necessary.

Text Reading Systems

1. Paid or volunteer readers or writers can assist a student with a visual impairment with texts, materials, and library readings .

2. Offer to read, or arrange to have read, written information for a person with a visual impairment, when appropriate; but preferably have material available in proper medium for the student.

3. Arrange, ahead of time, for audio book acquisition of the text or other reading materials through the Talking Book Service, Recordings for the Blind and Dyslexic, text reading systems, or audio output devices (check out Book Share). Be sure to use your local Instructional Materials Accessibility Center.

4. Various Braille devices and assistive technology devices can be used to assists vision impaired students when reading.

Field Experiences

1. Make all handouts, safety information, and assignments available in an appropriate form (e.g., regular print, large print, tactile Braille, or cassette).

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. Have an orientation and mobility instructor accompany you on field trips. As a last resort, sighted guides can be used.

4. Do detailed description and narration of objects seen in science centers, museums, and/or field activities.

5. The use of a laser cane or mowat sensor can be useful in assisting the student in unfamiliar surroundings.

6. Make arrangements for tactile examinations, if touch is not normally permitted (say, in a museum) then contact the curator for tactile access to a museum display items or say, in a zoo for access to a plant/animal species and/or collection).

Research

1. Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate lab and field strategies according to the nature of the research. (see above)

3. Various Braille Devices and assistive technology can be used to assist students with visual impairments when reading.

4. Suggest that the student use a recording device to record the various activities. If necessary, have a sighted peer describe the actions/reactions of the test subjects or materials.

5. Provide access to proper recording devices in the preferred medium for the student to take field notes and report out findings

6. Allow student to create tactile graphs and diagrams to report data

Testing

1. Present examinations in a form that will be unbiased to visually impaired students. Ask the student for the approach he/she finds to be most accessible.

2. Make tests available in the appropriate form for the student: e.g., regular print, large print, Braille, or tape depending on the student's optimal mode of communication.

3. Allow more time if needed.

4. Allow the student to record answers using assistive technology when needed.

5. Make use of visual magnification (magnifier or closed circuit television), assistive technology, or dark line paper answer sheets for written responses.

6. Be sure to understand the accessibility requirements and recommendations of your state before mandated tests are given.

Organizations
American Foundation for the Blind
The Association for Education and Rehabilitation of the Blind and Visually Impaired is a teacher organization that provides professional development for educators. They often have presentations on STEM related topics.

The Council for Exceptional Children - Division on Visual Impairments is a practitioner-driven organization that provides professional development for educators. They too have presentations on STEM related topics.

STEM-VI Research Laboratory at UAH

Focusing on Science, Technology, Engineering, and Math Education for Students with Visual Impairments

This Resource Guide for the Physically Blind is an annotated list of resources including organizations providing support, tips, and further information about blindness for those who are blind or visually impaired.

Assistive Software for Visual Impairment

Access Adobe
A resource designed to help people with visual disabilities work more effectively with Adobe Acrobat Software.

Access Unlimited
Various links to web sites for low vision and other disabilities.

AER Online
Association for the Education and Rehabilitation of the Visually Impaired Programs, services, and products for people who are visually impaired.

American Printing House for the Blind
APH is the largest not-for-profit company that creates educational, workplace, and lifestyle products and services for people with visual impairments.

About Braille
Information about Braille Systems used in the United States.

Blindness Resource Center
Eye diseases, the history of Braille, latest research.

Helen Keller National Center For Deaf-Blind Youth and Adults
This center operates an extensive system of field services nationwide for people who are deaf-blind within their local communities and their families, as well as public and private service providers and professionals.

L&H Kurzweil 3000
Developer of reading technology for people who are blind and for people with reading difficulties.

Louis Database: Accessible Materials and APH File Repository (Vision)
The American Printing House for the Blind (APH) currently houses a database called the Louis Database of Accessible Materials for People who are Blind or Visually Impaired. Louis contains information about tens of thousands of titles of accessible materials, including braille, large print, sound recordings, and computer files from over 170 agencies throughout the United States.

National Association of Blind Students
The National Association of Blind Students (NABS) is a division of the National Federation of the Blind. Established in 1967, NABS is an organization comprised of blind high school and college students and is dedicated to changing the negative attitudes and stereotypes that exist about blindness in order to secure equality, and opportunity for all blind students.

National Library Service for the Blind and Physically Handicapped
The Library Service provides, free-of-charge, recorded and Braille reading materials to persons with documented visual or physical impairments.

National Organization of Parents of Blind Children
NOPBC provides magainzes for parents and teachers of blind/VI children and a national network of people to turn to for ideas and advice. NOPBC is a division of the National Federation of the Blind.

The Rehabilitation Research Training Center on Blindness and Low Vision
Has individuals interested in research and training programs that focus on the need to identify, assess, and augment services intended to facilitate the employment and career development of persons who are blind or severely visually impaired.

Books and Videos

Hoffman, R., & Kitchel, E. (2006). Adapting Science for Students with Visual
Impairments: A Handbook for the Classroom Teacher and Teacher of the Visually Impaired. The American Printing House for the Blind.

Hadary, D., & Cohen, S. (1978). Laboratory science and art for blind, deaf, and
emotionally disturbed children. Baltimore: University Park Press.

Kumar, D., Ramassamy, R., & Stefanich, G. (2001). Science for students with visual
impairments: teaching suggestions and policy implication for secondary learners.[Electronic version]. Electronic Journal of Science Education, 5, 1-9.

Koenig, A., & Holbrook, M. (Eds.). (2000). Foundations of education second edition
volume II: instructional strategies for teaching children and youths with visual impairments. New York: AFB Press

Wild, T. & Koehler, K. (2008). Teaching science to students with visual impairments.
Penguins and Polar Bears [electronic journal].

YouTube Videos

Accessible Science: Making life sciences accessible to students with visual impairments
Series of videos that not only provide instruction for educators, but shows students completing various science tasks.

NFB Youth Slam
Student-produced video of a camp for students' with visual impairments that focuses on STEM. Students are interviewed and shown doing a variety of projects. There are several Youth Slam Videos from multiple years with different STEM projects profiled.

NFB Blind Driver Challenge
Talks about the technology used to develop a car for blind individuals. Multiple videos are available on this topic.

Youth Slam - Biology
Shows a video of a student who is blind dissecting a shark.

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To assist in teaching a student with a visual impairment, unique and individual strategies based on that student's particular visual impairment and his/her communication media is required. (e.g., Braille, speed listening, etc.).

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This article was written for teachers, providing general strategies to use when teaching a student who is blind or has visual impairments.

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Strategies for Teachers:

Call the student with a visual impairment by name if you want his/her attention.

A screen reader, closed-circuit television, or a similar system can be used to read a computer screens.

By verbally spelling out a new or technical word, you will be helping the student with a visual impairment, as well as other students.

Use actual objects for three dimensional representations.

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SPECIAL ED POLICY

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Laws and Regulations Related to Special Education and Students with Disabilities

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State Law and Regulations: In order to remain eligible for federal funds under the IDEA, states must have policies and procedures in effect that comply with federal requirements. The special education requirements for New York State are set forth in New York State Education Law and in Parts 200 and 201 of the Regulations of the Commissioner of Education.

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This website was written to explain the laws and regulations regarding the education of special education students. This website provides the federal and state policies.

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Examples of Current Policy:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act

Family Educational Rights and Privacy Act (FERPA)

U.S. Department of Education’s Student Privacy Policy Office

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This site was meant for educators, parents, guardians, students, or anyone who works with special education students. This site specifically outlines the rights that these students have.

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AUTISM

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Autism in the classroom: Strategies for success | Autism Speaks

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This excerpt from the School Community Tool Kit offers strategies for teachers to help support students with autism so they get the best education possible.

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This website is targeted towards teachers, providing them helpful tips when it comes to teaching students with autism.

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Some helpful strategies include: establishing clear routines and habits, teaching understanding and acceptance, promote a welcome environment, and use descriptive praise to build desired behaviors.

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SPECIAL ED CERTIFICATION

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Special Education Teaching Assignments and Certification

The following table shows the certification required for various types of special education teaching assignments. The types of teaching assignments are described on the Continuum of Special Education Services for School-Age Students with Disabilities webpage. Certification requirements are available on the Search Certification Requirements webpage.

Effective July 1, 2021, all special education teachers who teach one or more subject areas in a special class (self-contained class) in grades 7-12, with some or no students under alternate assessment, must either:

Please note that teachers who hold any of the special education certificates listed in the following table can teach students who are under alternate assessment at any grade level.

For questions about teaching assignments that are not answered in the following table, please contact the Office of Special Education at speced@nysed.gov. For questions about certification requirements, please contact the Office of Teaching Initiatives at tcert@nysed.gov.

A printable version can be found at: Special education teaching assignment by certificate
Severe or Multiple Disabilities Annotation
Special education teachers who hold the Severe or Multiple Disabilities Annotation can teach a special class where all students are under alternate assessment and all students have severe cognitive disabilities. Students can be at any developmental level (birth-grade 12).

Last Updated: October 26, 2023

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Special Education Teaching Assignments and Certification : Educator Resources:OTI:NYSED

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This website is for anyone who has an interest in becoming special Ed certified in NYS. This site provides a table showing the certification required for various types of special education teaching assignments. It also provides resources to check the requirements on gaining your certification.

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HEALTH DISABILITIES

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Other Health Impairment | Center for Parent Information and Resources

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This website provides information and resources for parents who have children with health disabilities. This is specifically targeted towards educational services

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An overview of the website:

IDEA’s Definition of OHI

Special Help for Children

Specific Health Impairments

Other Health Impairments Not Mentioned in IDEA’s Definition

Addressing Medical Issues

Life at School

Planning for Transitions

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IEP DEVELOPMENT

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Guide to Quality IEP Development and Implementation

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NYSED General Information: (518) 474-3852

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This website explains what an IEP is and how it will be beneficial for students in the classroom. This site also provides a helpful guide for educators in NYS when creating an IEP plan for students, and answers formatting questions when writing an IEP.