Are you interested in becoming a special education teacher?  This interview with Brandi Flannery, a special education teacher in Colorado, will give you insight into:

  • the job description of a special education teacher, including details about a “typical day”
  • the training and requirements for becoming a special education teacher
  • the differences between a regular teacher and a special education teacher in terms of responsibilities and salary
  • the potential rewards and frustrations associated with being a special education teacher

Q:  What is your job title and where are you employed?

I am a Special Education Teacher PC/EH at Allendale Elementary School in Arvada CO.

Q:  How long have you been a special education teacher?

I’m entering my fourth year as a special education teacher.

Q:  How would you describe the role of a special education teacher?

In the position of a special education teacher you are responsible for developing a schedule for your students based on their disability, the degree of the disability, the types of services required, and the areas of academic weaknesses.  You must be able to think and work flexibly and interact with a variety of personalities.  You must be able to accurately complete IEP [Individualized Education Plan] paperwork for each student and make sure it is in compliance with state requirements.

Q:  Did you have a different career or teaching focus prior to being a special education teacher?  If so, what was it and what motivated you to change careers?

I was in the computer information systems major at the Metropolitan State College of Denver.  I decided to change majors because I had been working at a daycare as an afternoon PE teacher and left the day care to become a secretary at a chiropractic office.  It was then that I started to realize how much I missed the kids and how much I missed teaching.  It was shortly after that that I decided to switch majors.

Q: What type of training did you have to become a special education teacher?  Was this training optional or mandatory?

There were both optional and mandatory training in order to become a special education teacher.  The mandatory was, of course, earning my undergraduate degree, which was a Bachelor of Arts in Special Education.  I had classes, field hours, observation, practicum and then student teaching.  The test that you need to take to become “highly qualified” in special education in order to get your license is the Programs for Licensing Assessments for Colorado Educators (PLACE) test. You take it after you have completed all of the classes in your degree program.

The test that you need to take to become “highly qualified” in special education in order to get yourlicense is the Programs for Licensing Assessments for Colorado Educators (PLACE) test. You take it afteryou have completed all of the classes in your degree program. More information about the test canbe found at http://www.place.nesinc.com. My undergraduate degree was a Bachelor of Arts in SpecialEducation.

The training that was optional happened when I volunteered.  Some of that happened in high school.  I would go to the special education classroom during my open hours of the day or after school.  Newer experience has been tutoring after school and on weekends and coaching a running team of mostly learning disabled students.  I chose to do the optional training because it’s good experience for me and for the students.  It has helped because the more background I have, the better able I can appropriately serve my students.

Q: Are there different types or focuses of special education teachers?

Yes, there are different focuses for special education teachers.  I am a generalist and this means that I have training in all forms of disability from mild, moderate to severe.  Most teachers in our district are generalist.  Learning disabilities make up about 80% of students in special education which means that most teacher across the nation should be generalists as well. However, this type of training is surface level and doesn’t go into much depth about each disability.  It mostly focuses on learning disabilities since that is what the majority of students in special education have.

Some special education degrees focus only on the moderate and severe.  At this point I wouldn’t be surprised if there are degrees for more targeted areas such as ASD [Autistic Spectrum Disorder] and ED [Emotional Disability].

Q:  What types of disabilities are there?

Some examples of mild disabilities are things like learning disabilities and ADD [Attention Deficit Disorder].   Some examples of moderate disabilities are things like co-morbid disabilities meaning that the student has multiple disabilities such as ADD and a learning disability.  A student may also have a cognitive delay or more significant speech/language needs.

Q:  What do you like best about your job and why?

The best part of my job is working with the students because they are so different from each other and have their own stories.  I also like that I get to spend individual or small group time with my students.  I like being to talk regularly about their goals and our progress together.

Q:  What do you like least about your job and why?

The worst part of my job is the bureaucracy of it all.  I get frustrated with all of the laws, paperwork and issues with parents and administration.

Q:  Can you give an example of something that was particularly frustrating?

One example of a time when I have been frustrated with the law is when we as a district moved to the RTI [Response to Intervention] method of identifying students.  It was a new law for everyone that was poorly explained and a lot of students who needed to have an IEP [Individual Education Plan] had to wait while everyone figured out the process.  I get frustrated with paperwork because it is very time consuming and we do not have time in the instructional day to work on it.  We have to do it before and after school or weekends and that should be time for planning.

Also, parents are sometimes difficult to work with because they can disagree about service plans and it feels like they are attacking you.

Q:  What is an Individual Education Plan (IEP)?

An IEP is an Individual Education Plan that is written for students who are in special education that need different/modified instruction. It is written every year and it details the student’s current academic levels, sets goals for the upcoming year and defines which accommodations are appropriate for the student.

What is the Response to Intervention method?

Response to Intervention (RTI) is a law that is the new way of identifying a student with a disability.  When a student is suspected of having disability teachers must provide intervention such as small groups, a double dose of instruction or intensive skill work.  If the student responds to the intervention then they are most likely not a special education student.  If they do not respond to the intervention they may need special education.  Before a student is placed into special education RTI must have been implemented at three different tiers with sufficient progress monitoring.

Q:  Describe your typical day on the job.

A typical day on the job for me is different every day.  I get to school at about 7:00 am and this gives me 45 minutes to prep for the day or do paperwork.  At 7:45 I have a running club until 8:15 am.  From 8:15 until 8:45 I finish prep work for the day.  From that point on I have non-stop groups in the morning.  Some classes are co-taught and some are pull out groups.  The first group is math (60 mins) followed by an encoding group (45 minutes), math again (60 minutes), writing (45 minutes), encoding group (45 minutes) and a comprehension group (30 minutes).  I have a lunch and plan period in the middle of the day.  Once the students leave for the day I am able to organize, plan and complete paperwork.  Each day is different, but the instructional focus stays the same for awhile since in special education we don’t move on until the student meets mastery levels of a skill.

Q:  What is an “encoding group”?

Encoding is when students work on spelling by connecting sounds to letters and study the make up of words.  The encoding group is actually part of a research based intervention program called the Wilson Program.  Students who are in this group typically have either dyslexia or disgraphia.  Students may have as little as 45 minutes a day to 90 minutes a day.  I work with two encoding groups who are part of 90 minutes a day.  The speech and language pathologist works with those students for the other 45 minutes on decoding or learning how to read words.

Q: How many students do you work with?

I work with students who are both identified as special education students as well as those who just need a little extra help.  In my co-taught math classes I have 33 students which are a mix of students with IEP [Individual Education Plan] and those who a just a little behind.  The number of students I have is always changing because of students coming and going throughout the year and students being placed on IEPs midyear. The number if students on IEPs this year is 23.

Q: What type of special education needs / conditions do they have?  What training do you provide them?

I have students with mild and moderate needs and I deal with mostly students who have a learning disability or ADD/ADHD.  The “training” I provide them is in the form of developing skills to access the general curriculum and eventually to be a successful member of society.

Q: How is this job different than that of a regular teacher?

This position is different in that you must have a lot more patience, know how to differentiate, modify and provide accommodations at an appropriate level for each student.  Another difference is the IEP [Individual Education Plan] paperwork and other documentation. Another difference is that we work with smaller groups.  Our work is also much more skill based.  Administering assessments is part of the difference, but that trend is fading due to the Response to Intervention approach for identifying students with special needs.

Q:  Is there a difference in salary between a special education teacher and a regular teacher?

Unfortunately, there is not a difference in pay for special education teachers and general education teachers in Jefferson County Public Schools.  I’m not sure about other districts or states.  However, other members of my team are on a higher pay scale.  These people include the speech and language pathologist, school psychologist and occupational therapist.

Q:  In your opinion, is there a greater demand for special education teachers than for regular teachers?  In other words, is it easier to find a job?

There is definitely a greater demand for special education teachers than for general education teachers.  That is true in our district as well as others across the state and I assume the country.   I feel confident that if I needed to change schools that I would be able to find a job much easier than a general education teacher.  The number of applicants is a fraction of what they are for a general education position.

Q:  What traits do you feel are necessary to be successful as a special education teacher?

To be a successful special education teacher you really need to have a passion for what you do.  The students will know and will respond better to you.  You must show respect for all types of learners so that your students feel valued.  You need to have a lot of resources and background knowledge in your area.  You need to understand that these conditions are extremely difficult on families and therefore the relationship with families is difficult at times.

Q:  Would you recommend this career to someone else?

I would recommend this position to someone else if they had the passion and the patience.  Some people are so clearly meant to be a teacher and being a special education teacher is truly rewarding.

Q:  Can you give an example of a student whose progress you are particularly proud of and what role you played in that progress?

I’m particularly proud of a student that I had last year.  I worked with her for 45 minutes a day on decoding words and comprehending what she read.  She made a lot of progress over the year and was almost on grade level when we did her final reading assessment.  A majority of her progress was because of her hard work.  Part of it was that she bonded to me and really worked well for me.  Having that positive relationship with a student is sometimes what determines how much growth they will make that year.

Q: What is your next career move, if any?

My next career move is to stay in special education for awhile then try general education.  Once I have a lot of experience I may consider teaching at a college.  I think I would really enjoy working with adults who are training to become a teacher.


View a list of online special education degrees.