The U.S. Department of Labor has developed an automated occupational information database, O*NET, that identifies and describes work content, work skills, and training requirements for all jobs across the country in all sectors of the economy. Much of the occupational information contained in this report is derived directly from O*NET v3.1, and supplemented with information from the Bureau of Labor Statistics, Census Bureau, and Labor Market and Career Information.
OCCUPATION OVERVIEW
Job Description
Special Education Teachers, Preschool, Kindergarten, and Elementary School - Teach elementary and preschool school subjects to educationally and physically handicapped students. Includes teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
Use of Advanced Technology
Every occupation includes some relationship between job duties and the use of advanced technology -- defined as work activities and environments that incorporate complex electronics as found in computers, lasers, robotics, digital devices, satellites, etc. While basic computer skills such as "keyboarding" apply to an increasing number of occupations, each has different levels of technology interface. Special Education Teachers, Preschool, Kindergarten, and Elementary School is classified as an occupation whose job duties involve occasional use of technology.
Nature of the Work
Special education teachers work with children and youths who have a variety of disabilities. A small number of special education teachers work with students with mental retardation or autism, primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, using the general education curriculum, or modifying it, to meet the child’s individual needs. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some teachers work with infants and toddlers.
The various types of disabilities that qualify individuals for special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Early identification of a child with special needs is an important part of a special education teacher’s job. Early intervention is essential in educating children with disabilities.
Special education teachers use various techniques to promote learning. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small-group work. When students need special accommodations in order to take a test, special education teachers see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test.
Special education teachers help to develop an Individualized Education Program (IEP) for each special education student. The IEP sets personalized goals for each student and is tailored to the student’s individual needs and ability. When appropriate, the program includes a transition plan outlining specific steps to prepare students with disabilities for middle school or high school or, in the case of older students, a job or postsecondary study. Teachers review the IEP with the student’s parents, school administrators, and the student’s general education teacher. Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home.
Special education teachers design and teach appropriate curricula, assign work geared toward each student’s needs and abilities, and grade papers and homework assignments. They are involved in the students’ behavioral, social, and academic development, helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior. Preparing special education students for daily life after graduation also is an important aspect of the job. Teachers provide students with career counseling or help them learn routine skills, such as balancing a checkbook.
As schools become more inclusive, special education teachers and general education teachers are increasingly working together in general education classrooms. Special education teachers help general educators adapt curriculum materials and teaching techniques to meet the needs of students with disabilities. They coordinate the work of teachers, teacher assistants, and related personnel, such as therapists and social workers, to meet the individualized needs of the student within inclusive special education programs. A large part of a special education teacher’s job involves interacting with others. Special education teachers communicate frequently with parents, social workers, school psychologists, occupational and physical therapists, school administrators, and other teachers.
Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; still others teach together with general education teachers in classes composed of both general and special education students. Some teachers work with special education students for several hours a day in a resource room, separate from their general education classroom. Considerably fewer special education teachers work in residential facilities or tutor students in homebound or hospital environments.
Special education teachers who work with infants usually travel to the child’s home to work with the child and his or her parents. Many of these infants have medical problems that slow or preclude normal development. Special education teachers show parents techniques and activities designed to stimulate the infant and encourage the growth and development of the child’s skills. Toddlers usually receive their services at a preschool where special education teachers help them develop social, self-help, motor, language, and cognitive skills, often through the use of play.
Technology is playing an increasingly important role in special education. Teachers use specialized equipment such as computers with synthesized speech, interactive educational software programs, and audiotapes to assist children.
The various types of disabilities that qualify individuals for special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Early identification of a child with special needs is an important part of a special education teacher’s job. Early intervention is essential in educating children with disabilities.
Special education teachers use various techniques to promote learning. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small-group work. When students need special accommodations in order to take a test, special education teachers see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test.
Special education teachers help to develop an Individualized Education Program (IEP) for each special education student. The IEP sets personalized goals for each student and is tailored to the student’s individual needs and ability. When appropriate, the program includes a transition plan outlining specific steps to prepare students with disabilities for middle school or high school or, in the case of older students, a job or postsecondary study. Teachers review the IEP with the student’s parents, school administrators, and the student’s general education teacher. Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home.
Special education teachers design and teach appropriate curricula, assign work geared toward each student’s needs and abilities, and grade papers and homework assignments. They are involved in the students’ behavioral, social, and academic development, helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior. Preparing special education students for daily life after graduation also is an important aspect of the job. Teachers provide students with career counseling or help them learn routine skills, such as balancing a checkbook.
As schools become more inclusive, special education teachers and general education teachers are increasingly working together in general education classrooms. Special education teachers help general educators adapt curriculum materials and teaching techniques to meet the needs of students with disabilities. They coordinate the work of teachers, teacher assistants, and related personnel, such as therapists and social workers, to meet the individualized needs of the student within inclusive special education programs. A large part of a special education teacher’s job involves interacting with others. Special education teachers communicate frequently with parents, social workers, school psychologists, occupational and physical therapists, school administrators, and other teachers.
Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; still others teach together with general education teachers in classes composed of both general and special education students. Some teachers work with special education students for several hours a day in a resource room, separate from their general education classroom. Considerably fewer special education teachers work in residential facilities or tutor students in homebound or hospital environments.
Special education teachers who work with infants usually travel to the child’s home to work with the child and his or her parents. Many of these infants have medical problems that slow or preclude normal development. Special education teachers show parents techniques and activities designed to stimulate the infant and encourage the growth and development of the child’s skills. Toddlers usually receive their services at a preschool where special education teachers help them develop social, self-help, motor, language, and cognitive skills, often through the use of play.
Technology is playing an increasingly important role in special education. Teachers use specialized equipment such as computers with synthesized speech, interactive educational software programs, and audiotapes to assist children.
Working Conditions
Special education teachers enjoy the challenge of working with students with disabilities and the opportunity to establish meaningful relationships with them. Although helping these students can be highly rewarding, the work also can be emotionally and physically draining. Many special education teachers are under considerable stress due to heavy workloads and administrative tasks. They must produce a substantial amount of paperwork documenting each student’s progress and work under the threat of litigation against the school or district by students’ parents if correct procedures are not followed or if the parents feel that their child is not receiving an adequate education, although recent legislation that has been passed is intended to reduce the burden of paperwork and the threat of litigation. The physical and emotional demands of the job cause some special education teachers to leave the occupation.
Some schools offer year-round education for special education students, but most special education teachers work only the traditional 10-month school year.
Some schools offer year-round education for special education students, but most special education teachers work only the traditional 10-month school year.
Job Tasks
Listed below is a summary list of job tasks often performed by Special Education Teachers, Preschool, Kindergarten, and Elementary School. The list is not all-inclusive and job tasks and responsibilities will vary among employers.
<1> Teaches socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
<2> Administers and interprets results of ability and achievement tests.
<3> Selects and teaches reading material and math problems related to everyday life of individual student.
<4> Meets with parents to provide support, guidance in using community resources, and skills in dealing with student's learning impairment.
<5> Observes, evaluates, and prepares reports on progress of students.
<6> Provides consistent reinforcement to learning, and continuous feedback to student.
<7> Works with students to increase motivation.
<8> Confers with other staff members to plan programs designed to promote educational, physical, and social development of students.
<9> Confers with parents, administrators, testing specialists, social workers and others to develop individual educational plan for student.
<10> Instructs students, using special educational strategies and techniques to improve sensory-motor and perceptual-motor development, memory, language, and cognition.
<11> Instructs students in academic subjects, utilizing various teaching techniques, such as phonetics, multisensory learning, and repetition, to reinforce learning.
<12> Instructs students in daily living skills required for independent maintenance and economic self- sufficiency, such as hygiene, safety, and food preparation.
<13> Plans curriculum and other instructional materials to meet student's needs, considering such factors as physical, emotional, and educational abilities.
<1> Teaches socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
<2> Administers and interprets results of ability and achievement tests.
<3> Selects and teaches reading material and math problems related to everyday life of individual student.
<4> Meets with parents to provide support, guidance in using community resources, and skills in dealing with student's learning impairment.
<5> Observes, evaluates, and prepares reports on progress of students.
<6> Provides consistent reinforcement to learning, and continuous feedback to student.
<7> Works with students to increase motivation.
<8> Confers with other staff members to plan programs designed to promote educational, physical, and social development of students.
<9> Confers with parents, administrators, testing specialists, social workers and others to develop individual educational plan for student.
<10> Instructs students, using special educational strategies and techniques to improve sensory-motor and perceptual-motor development, memory, language, and cognition.
<11> Instructs students in academic subjects, utilizing various teaching techniques, such as phonetics, multisensory learning, and repetition, to reinforce learning.
<12> Instructs students in daily living skills required for independent maintenance and economic self- sufficiency, such as hygiene, safety, and food preparation.
<13> Plans curriculum and other instructional materials to meet student's needs, considering such factors as physical, emotional, and educational abilities.
EMPLOYMENT OUTLOOK
Industry Employment Patterns
These industries, as defined under the North American Industry Classification System (NAICS) taxonomy, employ Special Education Teachers, Preschool, Kindergarten, and Elementary School. The NAICS, developed jointly by the U.S., Canada, and Mexico, replaces the former U.S. Standard Industrial Classification (SIC) system. The industry order represents the employment distribution of this occupation relative to the top industries in which the occupation is found, from greatest to least percentage.
NAICS 6111 Elementary and Secondary Schools
NAICS 6111 Elementary and Secondary Schools
Texas Labor Market Information
The Texas statewide average hourly wage for the survey year 2006 for Special Education Teachers, Preschool, Kindergarten, and Elementary School was $20.73. This can be compared to the average wage rate for all occupations in Texas of $17.49 per hour, and nationally $18.84 per hour. Actual wages for any particular job within this occupation may vary depending on job responsibilities, degree of unionization, region of the state, and industry attachment.
In 2004, national employment was 205,093, while the current employment figure for the state of Texas for this occupation was 12,550. The most recent statewide forecast, available through the Texas Workforce Commission/LMCI, include a projection to the year 2014 of 19,349. Based on this projection, employment is expected to increase by 54.20%. This projection, along with openings due to turnover, translates into an average annual job openings estimate of 753 through the year 2014.
Certain career information, such as the labor market information in this section, is not available for O*NET-coded occupations. Instead, this narrative uses the data for the closest SOC-coded occupation, in this case SOC 25-2041, Special Education Teachers, Preschool, Kindergarten, and Elementary School.
In 2004, national employment was 205,093, while the current employment figure for the state of Texas for this occupation was 12,550. The most recent statewide forecast, available through the Texas Workforce Commission/LMCI, include a projection to the year 2014 of 19,349. Based on this projection, employment is expected to increase by 54.20%. This projection, along with openings due to turnover, translates into an average annual job openings estimate of 753 through the year 2014.
Certain career information, such as the labor market information in this section, is not available for O*NET-coded occupations. Instead, this narrative uses the data for the closest SOC-coded occupation, in this case SOC 25-2041, Special Education Teachers, Preschool, Kindergarten, and Elementary School.
Additional Labor Market Information
In general, this occupation has an average turnover rate. Average turnover rates most often indicate jobs which require some occupationally-specific skills, moderate investment in training of the worker by the employer, and have moderate career ladders.
The Bureau of Labor Statistics has calculated the average age and median years of tenure for persons in specific occupations in the United States. These tenure data are useful for career path planning, understanding turnover, job satisfaction, and stability in the labor market for specific occupations. The average age of workers in this occupation was 40.5 years old in 1998, compared to 38.0 years for all occupations in this country. Persons employed in this occupation had a median of 9.5 years of continuous employment in the same occupation, compared to 5.4 years nationwide for all occupations.
In general, median tenure is higher for occupations which are slow growing or declining. A major exception tends to be occupations which require significant educational requirements. Newer or faster growing occupations tend to have lower average tenure since they are attracting new workers, constantly lowering the rate. Low occupational tenure may also identify jobs with poor pay or working conditions and lower educational requirements. This occupation also had a median of 6.2 years of continuous employment with the same employer versus 4.7 years for all occupations nationally. Longer employer tenure tends to represent higher levels of worker satisfaction, a stable economy or otherwise stronger relationship between worker and job.
According to the 2000 Census, this occupation is typically female-dominated in the United States with 80.6% being female. Also, 27.4% of persons employed in this occupation are non-whites.
The Bureau of Labor Statistics has calculated the average age and median years of tenure for persons in specific occupations in the United States. These tenure data are useful for career path planning, understanding turnover, job satisfaction, and stability in the labor market for specific occupations. The average age of workers in this occupation was 40.5 years old in 1998, compared to 38.0 years for all occupations in this country. Persons employed in this occupation had a median of 9.5 years of continuous employment in the same occupation, compared to 5.4 years nationwide for all occupations.
In general, median tenure is higher for occupations which are slow growing or declining. A major exception tends to be occupations which require significant educational requirements. Newer or faster growing occupations tend to have lower average tenure since they are attracting new workers, constantly lowering the rate. Low occupational tenure may also identify jobs with poor pay or working conditions and lower educational requirements. This occupation also had a median of 6.2 years of continuous employment with the same employer versus 4.7 years for all occupations nationally. Longer employer tenure tends to represent higher levels of worker satisfaction, a stable economy or otherwise stronger relationship between worker and job.
According to the 2000 Census, this occupation is typically female-dominated in the United States with 80.6% being female. Also, 27.4% of persons employed in this occupation are non-whites.
KNOWLEDGE, SKILLS, ABILITIES AND INTERESTS
Every person has unique characteristics, interests, and styles that influence his or her capacity to learn, as well as their willingness to do various kinds of activities. Studies have shown that these same characteristics can also be used to better predict a person's job satisfaction and success. While no job selection process can guarantee job success or satisfaction, by identifying these unique personal characteristics and matching them with jobs requiring similar performance attributes, a worker will have a better chance of selecting satisfying occupations. O*NET has identified these unique characteristics as Abilities, Interests, and Work Importance Values. Variables within these characteristics are rated on the importance of the variable to successful performance in an occupation using the following descriptors: Not Important, Somewhat Important, Important, Very Important, and Extremely Important.
Knowledge
Although most occupations require occupationally-specific training, knowledge of concepts and principles in other subject areas may be helpful or even necessary for successful performance in an occupation. Knowledge, for the purpose of this report, is defined as an organized set of facts and principles related to a specific subject area, but used in other occupational areas. Knowledge is rated on various levels of importance in the following subject areas for Special Education Teachers, Preschool, Kindergarten, and Elementary School to be effective on the job.
Business and management knowledge is considered important to this occupation. This includes information related to business administration and accounting, human and material resource management in organizations, sales and marketing, economics, and office information and organizing systems. Manufacturing and production knowledge is considered not important to this occupation. This includes information related to the production, processing, storage, and distribution of manufactured and agricultural goods. Engineering and technology knowledge is considered somewhat important to this occupation. This includes information related to the design, development, and application of technology for specific purposes.
Math and science knowledge is considered very important to this occupation. This includes information related to the history, theories, methods, and applications of the physical, biological, social, mathematical, and geographical sciences. Health knowledge is considered very important to this occupation. This includes the information related to diagnosing, curing, and preventing disease, and improving and preserving physical and mental health and well- being. Education and training knowledge is considered extremely important to this occupation. This includes the information related to curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles.
Arts and humanities knowledge is considered very important to this occupation. This includes information related to the branches of learning concerned with human thought, language, and the arts. Law and public safety knowledge is considered somewhat important to this occupation. This includes the information related to the regulations and methods for maintaining people and property free from danger, injury, or damage; the rules of public conduct established and enforced by legislation, and the political process establishing such rules.
Communications knowledge is considered somewhat important to this occupation. This includes the information related to the science and art of delivering information. Transportation knowledge is considered not important to this occupation. This includes the information related to the principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations.
Important knowledges for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
ARTS & HUMANITIES
* English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
BUSINESS & MANAGEMENT
* Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques
EDUCATION AND TRAINING
* Education and Training -- Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
HEALTH SERVICES
* Therapy and Counseling -- Knowledge of information and techniques needed to rehabilitate physical and mental ailments and to provide career guidance including alternative treatments, rehabilitation equipment and its proper use, and methods to evaluate treatment effects
MATHEMATICS & SCIENCE
* Psychology -- Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
Business and management knowledge is considered important to this occupation. This includes information related to business administration and accounting, human and material resource management in organizations, sales and marketing, economics, and office information and organizing systems. Manufacturing and production knowledge is considered not important to this occupation. This includes information related to the production, processing, storage, and distribution of manufactured and agricultural goods. Engineering and technology knowledge is considered somewhat important to this occupation. This includes information related to the design, development, and application of technology for specific purposes.
Math and science knowledge is considered very important to this occupation. This includes information related to the history, theories, methods, and applications of the physical, biological, social, mathematical, and geographical sciences. Health knowledge is considered very important to this occupation. This includes the information related to diagnosing, curing, and preventing disease, and improving and preserving physical and mental health and well- being. Education and training knowledge is considered extremely important to this occupation. This includes the information related to curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles.
Arts and humanities knowledge is considered very important to this occupation. This includes information related to the branches of learning concerned with human thought, language, and the arts. Law and public safety knowledge is considered somewhat important to this occupation. This includes the information related to the regulations and methods for maintaining people and property free from danger, injury, or damage; the rules of public conduct established and enforced by legislation, and the political process establishing such rules.
Communications knowledge is considered somewhat important to this occupation. This includes the information related to the science and art of delivering information. Transportation knowledge is considered not important to this occupation. This includes the information related to the principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations.
Important knowledges for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
ARTS & HUMANITIES
* English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
BUSINESS & MANAGEMENT
* Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques
EDUCATION AND TRAINING
* Education and Training -- Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
HEALTH SERVICES
* Therapy and Counseling -- Knowledge of information and techniques needed to rehabilitate physical and mental ailments and to provide career guidance including alternative treatments, rehabilitation equipment and its proper use, and methods to evaluate treatment effects
MATHEMATICS & SCIENCE
* Psychology -- Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
Skills
Today's employers are looking for individuals with workplace skills which go beyond good basic academic skills of reading, writing, and computation. Employers want workers who can efficiently apply new knowledge and skills to job duties and tasks. According to the Secretary's Commission On Achieving Necessary Skills (SCANS), a study commissioned by the Secretary of the U.S. Department of Labor, several core skills are essential for job-readiness in the current economic environment. These skills are divided into a Three-Part Foundation and Five Competencies.
The Three-Part Foundation includes Basic skills (reading, writing, mathematics, listening, speaking), Thinking skills (creative thinking, decision making, problem solving, knowing how to learn, reasoning), and Personal qualitites (responsibility, self-esteem, sociability, self-management). The Five Competencies include skills in the Technology, Resources, Interpersonal, Information, and Systems areas. In keeping with the findings of the SCANS report, these same skills are also addressed in O*NET.
In the SCANS study, employers expressed the importance of the Basic Foundation skills of reading, writing, mathematics, listening, and speaking. O*NET also cites these skills as a part of worker preparation. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, O*NET rates Basic skills as extremely important. Another Foundational attribute that employers identified in the SCANS study is Personal qualities. This includes self-management, integrity, self-esteem, sociability, and responsibility. This is similar to two variables in O*NET: Social skills and Interacting with Others (discussed later in this report under Work Activities). Social skills for this occupation is rated as extremely important for effective job performance.
The third Foundation skill cited by employers in the SCANS study is Thinking skills. This includes creative thinking, decision making, problem solving, knowing how to learn, and reasoning. These same skills are addressed in the O*NET database under the variable of Complex Problem Solving Skills. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, this skill is considered very important.
The SCANS Study also addressed five areas in which workers need to demonstrate competence. Being able to work with a variety of Technologies was identified as one of the five SCANS Competencies. More specifically, workers need to have the knowledge to select and apply procedures, tools or equipment to work-related situations, as well as maintain and troubleshoot if the need arises. Technical skills is also addressed in the O*NET database. Having an knowledge of technology is considered important for persons in this occupation. The second competency listed in the SCANS study addresses handling Resources. Workers need to be able to plan, organize, identify, and allocate resources such as time, money, materials/facilities, and people. Competence in this area is rated very important for Special Education Teachers, Preschool, Kindergarten, and Elementary School by O*NET.
A third area of competence identified in the SCANS report is Systems skills. Knowledge and understanding of social, organizational, and technical systems is becoming increasingly important for today's worker. Systems skills is considered important for this occupation by O*NET. The fourth competency cited in the SCANS report is the ability to acquire, organize, interpret, and communicate Information. This worker attribute is a combination of Information Input and Mental Processes discussed by O*NET under Work Activities below. The last competency presented in the SCANS study is a worker's Interpersonal ability. This attribute is also addressed by O*NET within the Work Activities section.
Important skills for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
BASIC SKILLS
* Learning Strategies -- Using multiple approaches when learning or teaching new things
* Speaking -- Talking to others to effectively convey information
COMPLEX PROBLEM SOLVING SKILLS
* Idea Generation -- Generating a number of different approaches to problems
* Implementation Planning -- Developing approaches for implementing an idea
SOCIAL SKILLS
* Instructing -- Teaching others how to do something
* Service Orientation -- Actively looking for ways to help people
* Social Perceptiveness -- Being aware of others' reactions and understanding why they react the way they do
The Three-Part Foundation includes Basic skills (reading, writing, mathematics, listening, speaking), Thinking skills (creative thinking, decision making, problem solving, knowing how to learn, reasoning), and Personal qualitites (responsibility, self-esteem, sociability, self-management). The Five Competencies include skills in the Technology, Resources, Interpersonal, Information, and Systems areas. In keeping with the findings of the SCANS report, these same skills are also addressed in O*NET.
In the SCANS study, employers expressed the importance of the Basic Foundation skills of reading, writing, mathematics, listening, and speaking. O*NET also cites these skills as a part of worker preparation. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, O*NET rates Basic skills as extremely important. Another Foundational attribute that employers identified in the SCANS study is Personal qualities. This includes self-management, integrity, self-esteem, sociability, and responsibility. This is similar to two variables in O*NET: Social skills and Interacting with Others (discussed later in this report under Work Activities). Social skills for this occupation is rated as extremely important for effective job performance.
The third Foundation skill cited by employers in the SCANS study is Thinking skills. This includes creative thinking, decision making, problem solving, knowing how to learn, and reasoning. These same skills are addressed in the O*NET database under the variable of Complex Problem Solving Skills. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, this skill is considered very important.
The SCANS Study also addressed five areas in which workers need to demonstrate competence. Being able to work with a variety of Technologies was identified as one of the five SCANS Competencies. More specifically, workers need to have the knowledge to select and apply procedures, tools or equipment to work-related situations, as well as maintain and troubleshoot if the need arises. Technical skills is also addressed in the O*NET database. Having an knowledge of technology is considered important for persons in this occupation. The second competency listed in the SCANS study addresses handling Resources. Workers need to be able to plan, organize, identify, and allocate resources such as time, money, materials/facilities, and people. Competence in this area is rated very important for Special Education Teachers, Preschool, Kindergarten, and Elementary School by O*NET.
A third area of competence identified in the SCANS report is Systems skills. Knowledge and understanding of social, organizational, and technical systems is becoming increasingly important for today's worker. Systems skills is considered important for this occupation by O*NET. The fourth competency cited in the SCANS report is the ability to acquire, organize, interpret, and communicate Information. This worker attribute is a combination of Information Input and Mental Processes discussed by O*NET under Work Activities below. The last competency presented in the SCANS study is a worker's Interpersonal ability. This attribute is also addressed by O*NET within the Work Activities section.
Important skills for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
BASIC SKILLS
* Learning Strategies -- Using multiple approaches when learning or teaching new things
* Speaking -- Talking to others to effectively convey information
COMPLEX PROBLEM SOLVING SKILLS
* Idea Generation -- Generating a number of different approaches to problems
* Implementation Planning -- Developing approaches for implementing an idea
SOCIAL SKILLS
* Instructing -- Teaching others how to do something
* Service Orientation -- Actively looking for ways to help people
* Social Perceptiveness -- Being aware of others' reactions and understanding why they react the way they do
Abilities
Abilities are defined as enduring attributes of a person that influence performance. Abilities can be divided into four categories: Analytical (those abilities that use the mind for thinking and reasoning); Psychomotor (those abilities that coordinate the use of the mind and the body); Physical (those abilities that use body strength and/or endurance); and Sensory (those abilities that influence visual, auditory, and speech perception).
Analytical abilities are those abilities that influence how a person acquires and applies knowledge in problem solving. Six variables make up the analytical abilities group. One of these variables, verbal ability, influences how a person acquires and applies written and spoken information in problem solving. Verbal ability is considered very important for successful job performance for this occupation. A second variable, idea generation and reasoning ability, influences how a person applies and manipulates information in problem solving, and is rated as very important for Special Education Teachers, Preschool, Kindergarten, and Elementary School to be effective in their job.
Quantitative ability, a third variable, influences how a person solves problems involving mathematical relationships. Quantitative ability for persons in this occupation is considered important for successful job performance. A fourth variable, memory, relates to a person's ability to recall available information. This ability is regarded as important for workers in this occupation to perform at an acceptable level in their normal job duties. Perceptual ability, a fifth variable, refers to a person's ability to acquire and organize visual information as it relates to job activities. It is considered somewhat important to effective performance for this occupation.
Spatial ability, a sixth analytical variable, relates to the importance of a person's ability to manipulate and organize spatial information in performing job-related duties. It was determined that spatial ability is somewhat important to successful job performance for Special Education Teachers, Preschool, Kindergarten, and Elementary School. The last analytical variable is attentiveness. Attentiveness relates to a worker's ability to apply attention and concentrate on a specific task or duty over a period of time. This ability is regarded as important to successful performance for workers in this occupation.
Psychomotor abilities are those abilities that affect a person's capacity to manipulate and control objects. Fine manipulative ability, one variable within the psychomotor category, relates to the manipulation of objects with the hands while performing job-related activities. This variable is rated as not important for effective job performance. A second variable within the psychomotor group, control movement ability, relates to the importance of the ability to control and manipulate objects in time and space. This ability is considered not important for acceptable job performance for Special Education Teachers, Preschool, Kindergarten, and Elementary School. The last psychomotor variable, reaction time and speed ability, refers to a worker's ability to quickly and accurately manipulate objects in job-related activities. This variable is regarded as somewhat important for persons in this occupation to perform their jobs effectively.
Physical abilities are those abilities that influence strength, endurance, flexibility, balance, and coordination. Strength, one of the physical ability variables, refers to a person's capacity to exert force. Physical strength for Special Education Teachers, Preschool, Kindergarten, and Elementary School is considered somewhat important to be effective in this occupation. Endurance, another physical ability, is related to a worker's ability to exert him or herself physically over long periods of time without getting out of breath. This ability is rated as not important to successful job performance for workers in this occupation. The last physical ability variable is flexibility, balance, and coordination. This variable refers to the need of the worker in this occupation to have control over total body movements. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, this capacity is rated as not important for effective job performance.
Sensory abilities is the last group of variables within the Abilities category and is defined as abilities that influence visual, auditory, and speech perception. The first variable within the sensory abilities category is visual. Visual ability refers to a worker's ability to see objects under various conditions, such as seeing detail at close or far range or in dim or bright light; detecting differences between colors, including shades and brightness; and judging distance between several objects or judging the distance between an object and the observer. For this occupation, visual ability is considered important for acceptable job performance.
The second sensory variable relates to auditory and speech ability. This variable refers to a person's ability to tell the difference in pitch and loudness of multiple sounds; to tell the direction from which a sound originated; and to identify and understand the speech of another person. This ability is considered very important to successful job performance for Special Education Teachers, Preschool, Kindergarten, and Elementary School.
Important abilities for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
AUDITORY & SPEECH ABILITIES
* Speech Clarity -- The ability to speak clearly so that it is understandable to a listener
IDEA GENERATION & REASONING ABILITIES
* 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 there is a problem.
VERBAL ABILITIES
* Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences
* Oral Expression -- The ability to communicate information and ideas in speaking so others will understand
* Written Comprehension -- The ability to read and understand information and ideas presented in writing
* Written Expression -- The ability to communicate information and ideas in writing so others will understand
Analytical abilities are those abilities that influence how a person acquires and applies knowledge in problem solving. Six variables make up the analytical abilities group. One of these variables, verbal ability, influences how a person acquires and applies written and spoken information in problem solving. Verbal ability is considered very important for successful job performance for this occupation. A second variable, idea generation and reasoning ability, influences how a person applies and manipulates information in problem solving, and is rated as very important for Special Education Teachers, Preschool, Kindergarten, and Elementary School to be effective in their job.
Quantitative ability, a third variable, influences how a person solves problems involving mathematical relationships. Quantitative ability for persons in this occupation is considered important for successful job performance. A fourth variable, memory, relates to a person's ability to recall available information. This ability is regarded as important for workers in this occupation to perform at an acceptable level in their normal job duties. Perceptual ability, a fifth variable, refers to a person's ability to acquire and organize visual information as it relates to job activities. It is considered somewhat important to effective performance for this occupation.
Spatial ability, a sixth analytical variable, relates to the importance of a person's ability to manipulate and organize spatial information in performing job-related duties. It was determined that spatial ability is somewhat important to successful job performance for Special Education Teachers, Preschool, Kindergarten, and Elementary School. The last analytical variable is attentiveness. Attentiveness relates to a worker's ability to apply attention and concentrate on a specific task or duty over a period of time. This ability is regarded as important to successful performance for workers in this occupation.
Psychomotor abilities are those abilities that affect a person's capacity to manipulate and control objects. Fine manipulative ability, one variable within the psychomotor category, relates to the manipulation of objects with the hands while performing job-related activities. This variable is rated as not important for effective job performance. A second variable within the psychomotor group, control movement ability, relates to the importance of the ability to control and manipulate objects in time and space. This ability is considered not important for acceptable job performance for Special Education Teachers, Preschool, Kindergarten, and Elementary School. The last psychomotor variable, reaction time and speed ability, refers to a worker's ability to quickly and accurately manipulate objects in job-related activities. This variable is regarded as somewhat important for persons in this occupation to perform their jobs effectively.
Physical abilities are those abilities that influence strength, endurance, flexibility, balance, and coordination. Strength, one of the physical ability variables, refers to a person's capacity to exert force. Physical strength for Special Education Teachers, Preschool, Kindergarten, and Elementary School is considered somewhat important to be effective in this occupation. Endurance, another physical ability, is related to a worker's ability to exert him or herself physically over long periods of time without getting out of breath. This ability is rated as not important to successful job performance for workers in this occupation. The last physical ability variable is flexibility, balance, and coordination. This variable refers to the need of the worker in this occupation to have control over total body movements. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, this capacity is rated as not important for effective job performance.
Sensory abilities is the last group of variables within the Abilities category and is defined as abilities that influence visual, auditory, and speech perception. The first variable within the sensory abilities category is visual. Visual ability refers to a worker's ability to see objects under various conditions, such as seeing detail at close or far range or in dim or bright light; detecting differences between colors, including shades and brightness; and judging distance between several objects or judging the distance between an object and the observer. For this occupation, visual ability is considered important for acceptable job performance.
The second sensory variable relates to auditory and speech ability. This variable refers to a person's ability to tell the difference in pitch and loudness of multiple sounds; to tell the direction from which a sound originated; and to identify and understand the speech of another person. This ability is considered very important to successful job performance for Special Education Teachers, Preschool, Kindergarten, and Elementary School.
Important abilities for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
AUDITORY & SPEECH ABILITIES
* Speech Clarity -- The ability to speak clearly so that it is understandable to a listener
IDEA GENERATION & REASONING ABILITIES
* 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 there is a problem.
VERBAL ABILITIES
* Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences
* Oral Expression -- The ability to communicate information and ideas in speaking so others will understand
* Written Comprehension -- The ability to read and understand information and ideas presented in writing
* Written Expression -- The ability to communicate information and ideas in writing so others will understand
Work Activities
Generalized Work Activities are those similar job activities and behaviors that exist in a wide range of occupations. They can be very useful in predicting a person's potential success in a new occupation. By identifying the level in which a person successfully performs an activity in one job, it is likely that he/she will successfully perform a similar activity at the same level in a different job.
Information input activities are the activities related to where and how information and data needed to perform a job are obtained. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, Information input is considered very important to successful job performance. Another work activity somewhat related to how a person uses information once it has been obtained is Mental processes. More specifically, Mental processes refers to the activities associated with processing, planning, problem-solving, and decision-making with job-relevant information. This activity is very important for Special Education Teachers, Preschool, Kindergarten, and Elementary School.
Many occupations involve the use of tools, equipment, machinery, and/or vehicles. The variable associated with this aspect of a job is Work output. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, O*NET rates Work output as very important. The final activity in which a worker may be involved is Interacting with Others. This includes communicating with other workers within an organization as well as with persons outside of the organization. Activities may include selling, negotiating, teaching, supervising, monitoring, or other forms of interaction. Interacting activities are considered extremely important for Special Education Teachers, Preschool, Kindergarten, and Elementary School for successful job performance.
Important work activities for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
INFORMATION INPUT
* Getting Information Needed to Do the Job -- Observing, receiving, and otherwise obtaining information from all relevant sources.
INTERACTING WITH OTHERS
* Communicating With Persons Outside Org. -- Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
* Establishing & Maintaining Relationships -- Developing constructive and cooperative working relationships with others.
* Interpreting Meaning of Info. to Others -- Translating or explaining what information means and how it can be understood or used to support responses or feedback to others.
* Teaching Others -- Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.
MENTAL PROCESSES
* Making Decisions and Solving Problems -- Combining, evaluating, and reasoning with information and data to make decisions and solve problems. These processes involve making decisions about the relative importance of information and choosing the best solution.
Information input activities are the activities related to where and how information and data needed to perform a job are obtained. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, Information input is considered very important to successful job performance. Another work activity somewhat related to how a person uses information once it has been obtained is Mental processes. More specifically, Mental processes refers to the activities associated with processing, planning, problem-solving, and decision-making with job-relevant information. This activity is very important for Special Education Teachers, Preschool, Kindergarten, and Elementary School.
Many occupations involve the use of tools, equipment, machinery, and/or vehicles. The variable associated with this aspect of a job is Work output. For Special Education Teachers, Preschool, Kindergarten, and Elementary School, O*NET rates Work output as very important. The final activity in which a worker may be involved is Interacting with Others. This includes communicating with other workers within an organization as well as with persons outside of the organization. Activities may include selling, negotiating, teaching, supervising, monitoring, or other forms of interaction. Interacting activities are considered extremely important for Special Education Teachers, Preschool, Kindergarten, and Elementary School for successful job performance.
Important work activities for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
INFORMATION INPUT
* Getting Information Needed to Do the Job -- Observing, receiving, and otherwise obtaining information from all relevant sources.
INTERACTING WITH OTHERS
* Communicating With Persons Outside Org. -- Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
* Establishing & Maintaining Relationships -- Developing constructive and cooperative working relationships with others.
* Interpreting Meaning of Info. to Others -- Translating or explaining what information means and how it can be understood or used to support responses or feedback to others.
* Teaching Others -- Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.
MENTAL PROCESSES
* Making Decisions and Solving Problems -- Combining, evaluating, and reasoning with information and data to make decisions and solve problems. These processes involve making decisions about the relative importance of information and choosing the best solution.
Interests
Another aspect of job satisfaction relates to a worker's personal interests. John Holland, in his publication "Making Vocational Choices: A Theory of Vocational Personalities and Work Environments," theorized that a person's behavior is influenced by the interaction of his/her personality traits and the work environment, and that a person will seek out work environments that allow the greatest chance for expressing their attitudes and values. In his theory, Holland stated that all work places can be categorized primarily into one of six work environments. These are: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. He also theorized that workers have similar personality types. To make the connection between worker and work environment, Holland developed a dictionary assigning personality/work environment types to specific occupations using a coding system.
In describing the coding system, Holland states that no work envrionment or person is entirely one personality type, but rather a combination of several types. The dictionary assigns a three-letter personality code to each occupation. The first letter is the most important - showing the major personality category into which the occupation falls. The second and third letters, in order of importance, provide additional information showing the categories the occupation next most resembles. Thus, by matching a person's personality type to a similar work environment, the individual has a greater chance of making a satisfying occupational choice. For some O*NET occupations only the primary (or primary and secondary) category has been identified.
According to Holland's interest theory, Special Education Teachers, Preschool, Kindergarten, and Elementary School are classified primarily as Social. People with Social interests like work activities that assist others and promote learning and personal development. They prefer to communicate more than to work with objects, machines, or data. They like to teach, to give advice, to help, or otherwise be of service to people. The second Holland category is Artistic. People with Artistic interests like work activities that deal with the artistic side of things, such as forms, designs, and patterns. They like self-expression in their work. They prefer settings where work can be done without following a clear set of rules.
The third Holland category is not identified.
In describing the coding system, Holland states that no work envrionment or person is entirely one personality type, but rather a combination of several types. The dictionary assigns a three-letter personality code to each occupation. The first letter is the most important - showing the major personality category into which the occupation falls. The second and third letters, in order of importance, provide additional information showing the categories the occupation next most resembles. Thus, by matching a person's personality type to a similar work environment, the individual has a greater chance of making a satisfying occupational choice. For some O*NET occupations only the primary (or primary and secondary) category has been identified.
According to Holland's interest theory, Special Education Teachers, Preschool, Kindergarten, and Elementary School are classified primarily as Social. People with Social interests like work activities that assist others and promote learning and personal development. They prefer to communicate more than to work with objects, machines, or data. They like to teach, to give advice, to help, or otherwise be of service to people. The second Holland category is Artistic. People with Artistic interests like work activities that deal with the artistic side of things, such as forms, designs, and patterns. They like self-expression in their work. They prefer settings where work can be done without following a clear set of rules.
The third Holland category is not identified.
Work Importance Values
Although Work Values are more useful in exploring careers, jobs or training programs, knowing which values are shared by the most people in an occupation may also be informative.
The highest Work Values for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
Achievement - The Achievement Work Value is associated with jobs that let workers use their best abilities, see the results of their efforts and get the feeling of accomplishment.
Independence - The Independence Work Value is associated with jobs where workers are allowed to do things on their own initiative, and where they can make decisions on their own.
The highest Work Values for Special Education Teachers, Preschool, Kindergarten, and Elementary School include:
Achievement - The Achievement Work Value is associated with jobs that let workers use their best abilities, see the results of their efforts and get the feeling of accomplishment.
Independence - The Independence Work Value is associated with jobs where workers are allowed to do things on their own initiative, and where they can make decisions on their own.
TRAINING
Preferred Education and Training Duration
The Bureau of Labor Statistics has developed a system of classifying occupations based on the amount of education and training required to be proficient in this occupation. Although for many occupations there often is more than one way to qualify for a job, the education and training requirements listed here best reflect the typical requirements for the occupation and the preferences of most employers.
In order to qualify for the occupation of Special Education Teachers, Preschool, Kindergarten, and Elementary School, workers generally are expected to obtain a bachelor's degree. Completion of the degree program generally requires at least 4 years but not more than 5 years of full-time equivalent academic work. However, workers in this occupation may have more or less formal education than is generally required because of an individual's personal choice or because the worker obtained a job during a time when workers in this occupation were in surplus or short supply.
In order to qualify for the occupation of Special Education Teachers, Preschool, Kindergarten, and Elementary School, workers generally are expected to obtain a bachelor's degree. Completion of the degree program generally requires at least 4 years but not more than 5 years of full-time equivalent academic work. However, workers in this occupation may have more or less formal education than is generally required because of an individual's personal choice or because the worker obtained a job during a time when workers in this occupation were in surplus or short supply.
Method of Entry/Training
All 50 States and the District of Columbia require special education teachers to be licensed. The State board of education or a licensure advisory committee usually grants licenses, and licensure varies by State. In some States, special education teachers receive a general education credential to teach kindergarten through grade 12. These teachers then train in a specialty, such as learning disabilities or behavioral disorders. Many States offer general special education licenses across a variety of disability categories, while others license several different specialties within special education.
For traditional licensing, all States require a bachelor’s degree and the completion of an approved teacher preparation program with a prescribed number of subject and education credits and supervised practice teaching. However, many States require a master’s degree in special education, involving at least 1 year of additional course work, including a specialization, beyond the bachelor’s degree. Often a prospective teacher must pass a professional assessment test as well. Some States have reciprocity agreements allowing special education teachers to transfer their licenses from one State to another, but many others still require that experienced teachers reapply and pass licensing requirements to work in the State.
Many states also offer alternative routes to licensing, since there are not enough graduates from education programs to meet the needs of most schools. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs and those changing from another career to teaching. Requirements vary by State, but generally require holding a bachelor’s degree, successfully accomplishing a period of supervised preparation and induction, and passing an assessment test. In some programs, individuals begin teaching quickly under a provisional license and can obtain a regular license after teaching under the supervision of licensed teachers for a period of 1 to 2 years and completing required education courses.
Many colleges and universities across the United States offer programs in special education at the undergraduate, master’s, and doctoral degree levels. Special education teachers usually undergo longer periods of training than do general education teachers. Most bachelor’s degree programs are 4-year programs that include general and specialized courses in special education. However, an increasing number of institutions are requiring a 5th year or other graduate-level preparation. Among the courses offered are educational psychology, legal issues of special education, and child growth and development; programs also include courses imparting knowledge and skills needed for teaching students with disabilities. Some programs require specialization, while others offer generalized special education degrees or a course of study in several specialized areas. The last year of the program usually is spent student teaching in a classroom supervised by a certified teacher.
Special education teachers must be patient, able to motivate students, understanding of their students’ special needs, and accepting of differences in others. Teachers must be creative and apply different types of teaching methods to reach students who are having difficulty learning. Communication and cooperation are essential skills, because special education teachers spend a great deal of time interacting with others, including students, parents, and school faculty and administrators.
Special education teachers can advance to become supervisors or administrators. They may also earn advanced degrees and become instructors in colleges that prepare others to teach special education. In some school systems, highly experienced teachers can become mentors to less experienced ones, providing guidance to those teachers while maintaining a light teaching load.
For traditional licensing, all States require a bachelor’s degree and the completion of an approved teacher preparation program with a prescribed number of subject and education credits and supervised practice teaching. However, many States require a master’s degree in special education, involving at least 1 year of additional course work, including a specialization, beyond the bachelor’s degree. Often a prospective teacher must pass a professional assessment test as well. Some States have reciprocity agreements allowing special education teachers to transfer their licenses from one State to another, but many others still require that experienced teachers reapply and pass licensing requirements to work in the State.
Many states also offer alternative routes to licensing, since there are not enough graduates from education programs to meet the needs of most schools. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs and those changing from another career to teaching. Requirements vary by State, but generally require holding a bachelor’s degree, successfully accomplishing a period of supervised preparation and induction, and passing an assessment test. In some programs, individuals begin teaching quickly under a provisional license and can obtain a regular license after teaching under the supervision of licensed teachers for a period of 1 to 2 years and completing required education courses.
Many colleges and universities across the United States offer programs in special education at the undergraduate, master’s, and doctoral degree levels. Special education teachers usually undergo longer periods of training than do general education teachers. Most bachelor’s degree programs are 4-year programs that include general and specialized courses in special education. However, an increasing number of institutions are requiring a 5th year or other graduate-level preparation. Among the courses offered are educational psychology, legal issues of special education, and child growth and development; programs also include courses imparting knowledge and skills needed for teaching students with disabilities. Some programs require specialization, while others offer generalized special education degrees or a course of study in several specialized areas. The last year of the program usually is spent student teaching in a classroom supervised by a certified teacher.
Special education teachers must be patient, able to motivate students, understanding of their students’ special needs, and accepting of differences in others. Teachers must be creative and apply different types of teaching methods to reach students who are having difficulty learning. Communication and cooperation are essential skills, because special education teachers spend a great deal of time interacting with others, including students, parents, and school faculty and administrators.
Special education teachers can advance to become supervisors or administrators. They may also earn advanced degrees and become instructors in colleges that prepare others to teach special education. In some school systems, highly experienced teachers can become mentors to less experienced ones, providing guidance to those teachers while maintaining a light teaching load.
Training Programs
Catalog of Instructional Programs (CIP 2000) educational codes and titles related to this occupation include:
CIP 131013 Education/Teaching of Individuals with Autism
CIP 131005 Education/Teaching of Individuals with Emotional Disturbances
CIP 131003 Education/Teaching of Individuals with Hearing Impairments Including Deafness
CIP 131006 Education/Teaching of Individuals with Mental Retardation
CIP 131007 Education/Teaching of Individuals with Multiple Disabilities
CIP 131008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments
CIP 131011 Education/Teaching of Individuals with Specific Learning Disabilities
CIP 131012 Education/Teaching of Individuals with Speech or Language Impairments
CIP 131016 Education/Teaching of Individuals with Traumatic Brain Injuries
CIP 131009 Education/Teaching of Individuals with Vision Impairments Including Blindness
CIP 131001 Special Education and Teaching, General
CIP 131099 Special Education and Teaching, Other
CIP 131013 Education/Teaching of Individuals with Autism
CIP 131005 Education/Teaching of Individuals with Emotional Disturbances
CIP 131003 Education/Teaching of Individuals with Hearing Impairments Including Deafness
CIP 131006 Education/Teaching of Individuals with Mental Retardation
CIP 131007 Education/Teaching of Individuals with Multiple Disabilities
CIP 131008 Education/Teaching of Individuals with Orthopedic and Other Physical Health Impairments
CIP 131011 Education/Teaching of Individuals with Specific Learning Disabilities
CIP 131012 Education/Teaching of Individuals with Speech or Language Impairments
CIP 131016 Education/Teaching of Individuals with Traumatic Brain Injuries
CIP 131009 Education/Teaching of Individuals with Vision Impairments Including Blindness
CIP 131001 Special Education and Teaching, General
CIP 131099 Special Education and Teaching, Other
OTHER TITLES
New Occupational Titles
Under the newly-revised 2000 Standard Occupational Codes, the O*NET occupation Special Education Teachers, Preschool, Kindergarten, and Elementary School may be identified as:
Special Education Teachers, Preschool, Kindergarten, and Elementary School (SOC 25-2041)
Special Education Teachers, Preschool, Kindergarten, and Elementary School (SOC 25-2041)
Related or Similar O*NET Occupational Titles
Listed below are related O*NET occupational titles for Special Education Teachers, Preschool, Kindergarten, and Elementary School:
Educational Psychologists (19-3031.01)
Educational, Vocational, and School Counselors (21-1012.00)
Health Educators (21-1091.00)
Kindergarten Teachers, Except Special Education (25-2012.00)
Educational Psychologists (19-3031.01)
Educational, Vocational, and School Counselors (21-1012.00)
Health Educators (21-1091.00)
Kindergarten Teachers, Except Special Education (25-2012.00)
Other Related Codes and Titles
Other occupational and educational codes and titles related to this occupation include:
Census Occupations (2000)
CEN 233 Special Education Teachers
Dictionary of Occupational Titles
DOT 094227010 Teacher, Emotionally Impaired
DOT 094224010 Teacher, Hearing Impair
DOT 094227030 Teacher, Learning Disabled
DOT 094227022 Teacher, Mentally Impaired
DOT 094224014 Teacher, Physically Impaired
DOT 099227042 Teacher, Resource
DOT 094224018 Teacher, Visually Impaired
Guide for Occupational Exploration
GOE 110201 Educational and Library Services: Teaching and Instructing, General
GOE 100203 Nursing, Therapy, and Specialized Teaching Services: Specialized Teach
O*NET Occupations (O*NET 1.0)
OU 31311B Teachers- Emotionally Impaired, Mentally Impaired, and Learning Disabl
Census Occupations (2000)
CEN 233 Special Education Teachers
Dictionary of Occupational Titles
DOT 094227010 Teacher, Emotionally Impaired
DOT 094224010 Teacher, Hearing Impair
DOT 094227030 Teacher, Learning Disabled
DOT 094227022 Teacher, Mentally Impaired
DOT 094224014 Teacher, Physically Impaired
DOT 099227042 Teacher, Resource
DOT 094224018 Teacher, Visually Impaired
Guide for Occupational Exploration
GOE 110201 Educational and Library Services: Teaching and Instructing, General
GOE 100203 Nursing, Therapy, and Specialized Teaching Services: Specialized Teach
O*NET Occupations (O*NET 1.0)
OU 31311B Teachers- Emotionally Impaired, Mentally Impaired, and Learning Disabl
CONTACT INFORMATION
Sources of Additional Information
For information on professions related to early intervention and education for children with disabilities, listings of schools with special education training programs, information on teacher certification, and general information on related personnel issues, contact:
* The Council for Exceptional Children, 1110 N. Glebe Road, Suite 300, Arlington, VA 22201-5704. Internet: http://www.cec.sped.org
* National Center for Special Education Personnel & Related Service Providers, National Association of State Directors of Special Education, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314. Internet: http://www.personnelcenter.org
To learn more about the special education teacher certification and licensing requirements in individual States, contact the State’s department of education.
* The Council for Exceptional Children, 1110 N. Glebe Road, Suite 300, Arlington, VA 22201-5704. Internet: http://www.cec.sped.org
* National Center for Special Education Personnel & Related Service Providers, National Association of State Directors of Special Education, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314. Internet: http://www.personnelcenter.org
To learn more about the special education teacher certification and licensing requirements in individual States, contact the State’s department of education.
Contact CDR
Texas Workforce Commission/Labor Martet and Career Information (TWC/LMCI)
Northview Business Center
9001 IH 35N, Suite 103B
Austin, TX 78753
1-800-822-PLAN
http://www.lmci.state.tx.us
The information in this report may be derived from many sources. To learn more about OSCAR or any data element please contact LMCI (formerly CDR).
USEFUL TIP: Now that you have identified one or more occupations which may be of interest to you, you might consider using the internet to look for job openings in those occupations. One recommended place to start is the nationwide job posting service called America's Job Bank, which is located at http://www.ajb.dni.us. At this site you may perform a search for specific job openings which are unlikely to be posted in your local newspapers.
Northview Business Center
9001 IH 35N, Suite 103B
Austin, TX 78753
1-800-822-PLAN
http://www.lmci.state.tx.us
The information in this report may be derived from many sources. To learn more about OSCAR or any data element please contact LMCI (formerly CDR).
USEFUL TIP: Now that you have identified one or more occupations which may be of interest to you, you might consider using the internet to look for job openings in those occupations. One recommended place to start is the nationwide job posting service called America's Job Bank, which is located at http://www.ajb.dni.us. At this site you may perform a search for specific job openings which are unlikely to be posted in your local newspapers.
