How to become a Special Education Teachers, Middle School 2024

Special Education Teachers, Middle School Teach academic, social, and life skills to middle school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Special Education Teachers, Middle School is Also Know as

In different settings, Special Education Teachers, Middle School is titled as

Exceptional Children Teacher (EC Teacher)
Exceptional Student Education Teacher (ESE Teacher)
Inclusion Teacher
Intervention Specialist
Learning Support Teacher
Middle School Special Education Teacher
Self-Contained Special Education Teacher
Special Education Resource Teacher
Teacher

Education and Training of Special Education Teachers, Middle School

Special Education Teachers, Middle School is categorized in Job Zone Four: Considerable Preparation Needed

Experience Required for Special Education Teachers, Middle School

A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.

Education Required for Special Education Teachers, Middle School

Most of these occupations require a four-year bachelor's degree, but some do not.

Degrees Related to Special Education Teachers, Middle School

Training Required for Special Education Teachers, Middle School

Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.

Related Ocuupations

Some Ocuupations related to Special Education Teachers, Middle School in different industries are

What Do Special Education Teachers, Middle School do?

Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Prepare materials and classrooms for class activities.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and instructional technology.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Coordinate placement of students with special needs into mainstream classes.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Guide and counsel students with adjustments, academic problems, or special academic interests.
Observe and evaluate students' performance, behavior, social development, and physical health.
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
Teach students personal development skills, such as goal setting, independence, and self-advocacy.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Organize and label materials and display students' work.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
Attend staff meetings and serve on committees, as required.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
Provide additional instruction in vocational areas.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Develop or write Individualized Education Programs (IEPs) for students.
Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.

Qualities of Good Special Education Teachers, Middle School

Written Comprehension: The ability to read and understand information and ideas presented in writing.
Oral Expression: The ability to communicate information and ideas in speaking so others will understand.
Written Expression: The ability to communicate information and ideas in writing so others will understand.
Oral Comprehension: The ability to listen to and understand information and ideas presented through spoken words and sentences.
Speech Clarity: The ability to speak clearly so others can understand you.
Speech Recognition: The ability to identify and understand the speech of another person.
Information Ordering: The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
Inductive Reasoning: The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
Problem Sensitivity: The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
Deductive Reasoning: The ability to apply general rules to specific problems to produce answers that make sense.
Originality: The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
Near Vision: The ability to see details at close range (within a few feet of the observer).
Category Flexibility: The ability to generate or use different sets of rules for combining or grouping things in different ways.
Fluency of Ideas: The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
Selective Attention: The ability to concentrate on a task over a period of time without being distracted.
Flexibility of Closure: The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
Number Facility: The ability to add, subtract, multiply, or divide quickly and correctly.
Time Sharing: The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
Memorization: The ability to remember information such as words, numbers, pictures, and procedures.
Perceptual Speed: The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
Mathematical Reasoning: The ability to choose the right mathematical methods or formulas to solve a problem.
Far Vision: The ability to see details at a distance.
Speed of Closure: The ability to quickly make sense of, combine, and organize information into meaningful patterns.
Visualization: The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
Auditory Attention: The ability to focus on a single source of sound in the presence of other distracting sounds.
Trunk Strength: The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing.
Visual Color Discrimination: The ability to match or detect differences between colors, including shades of color and brightness.
Hearing Sensitivity: The ability to detect or tell the differences between sounds that vary in pitch and loudness.
Finger Dexterity: The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
Stamina: The ability to exert yourself physically over long periods of time without getting winded or out of breath.
Gross Body Coordination: The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
Gross Body Equilibrium: The ability to keep or regain your body balance or stay upright when in an unstable position.
Explosive Strength: The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
Dynamic Strength: The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
Wrist-Finger Speed: The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
Arm-Hand Steadiness: The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
Manual Dexterity: The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
Glare Sensitivity: The ability to see objects in the presence of a glare or bright lighting.
Depth Perception: The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
Sound Localization: The ability to tell the direction from which a sound originated.
Peripheral Vision: The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
Night Vision: The ability to see under low-light conditions.
Spatial Orientation: The ability to know your location in relation to the environment or to know where other objects are in relation to you.
Dynamic Flexibility: The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
Extent Flexibility: The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
Static Strength: The ability to exert maximum muscle force to lift, push, pull, or carry objects.
Speed of Limb Movement: The ability to quickly move the arms and legs.
Reaction Time: The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
Rate Control: The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene.
Response Orientation: The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
Multilimb Coordination: The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
Control Precision: The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.

Tools Used by Special Education Teachers, Middle School

Alternative computer keyboards
Assistive amplification systems
Audio tape recorders or players
Braille slates
Braille styluses
Bunsen burners
Communication boards
Computer laser printers
Desktop computers
Digital video cameras
Dissection scalpels
Document cameras
Emergency first aid kits
Enteral feeding equipment
Eye controlled computer mouse equipment
Foot operated mouse equipment
Glass beakers
Head operated joysticks
Interactive whiteboards
Jellybean switches
Laboratory heating plates
Laminating equipment
Laptop computers
Microphones
Mouth operated joysticks
Optical compound microscopes
Oral suction tubes
Page turners
Pencil compasses
Personal computers
Photocopying equipment
Portable communication devices
Portable oxygen equipment
Reading pens
Safety gloves
Safety goggles
Science activity kits
Sound switches
Tablet computers
Talking calculators
Teletypewriters TTY
Television monitors
Trackballs
Video camcorders
Video cassette recorders VCR
Video magnifiers
Wheelchairs
Wireless touch screen monitors
Word prediction software

Technology Skills required for Special Education Teachers, Middle School

Apple macOS
Blackboard software
Common Curriculum
EasyCBM
Email software
Flipgrid
Google Classroom
Hand held spell checkers
Microsoft Excel
Microsoft Office software
Microsoft PowerPoint
Microsoft SharePoint
Microsoft Word
Padlet
Pear Deck
Schoology
Screen magnification software
Screen reader software
Seesaw
Text to speech software
Video editing software
Voice activated software
Web browser software

US Universities

How to become Special Education Teachers, Middle School in 2024