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*The M.Ed. in Special Education program (with or without certification) only admits students into the first Fall Cohort.
** To meet this deadline, applicants should have applied to UTA's Graduate School. This includes completion of their ApplyUTA application, paying the application fee , and submitting their official transcripts .
***Applicants may still need to complete a program-specific application process after being admitted to the Graduate School.
View the official catalog for additional admissions criteria and important information for the:
Applicants seeking admission to the Master of Education must submit two* recommendation forms. The required Recommendation Form is available for download here . Please wait until you receive your 10-digit, UTA student ID number and until a member of our academic team contacts you to submit your recommendation forms.
*Note: The Principal Certification Only Program requires three recommendation forms.
Program eligibility, international admissions and english language test score requirements.
Information for Permanent Residents and International Applicants
Our fully online programs are open to United States Citizens, Lawful Permanent Residents, and International Students who do not hold F1, J1, B1, and B2 status. In addition to the required application and admission documents, the following materials must also be submitted:
* Certification programs only accept TOEFL due to Texas Education Agency requirements.
View test score requirements online .
Email UTA's international office at [email protected] .
*The resources provided here are for informational purposes. Please review the UTA's website and Official Catalog for official information.
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The following are requirements for the M.Ed. in Special Education within initial certification. Total 30 hours, including:
Review the M.Ed. in Special Education degree plan based on the semester you start the program.
Dr. ambra green.
Interim Department Chair
Associate Professor, Special Education
Email: [email protected]
Phone #: 817-272-2515
Office: 412 Hammond Hall
Research Interests: Multi-tiered systems of support and equity, disproportionality, equity, behavioral disorders : Ambra L. Green, Ph.D. is an Assistant Professor of Special Education within the College of Education at The University of Texas at Arlington. Dr. Green is a national scholar with publications and research focused on students of color with and at-risk for disabilities, issues related to inequitable school practices experienced by students of color (i.e., disproportionality in special education and discipline practices), behavior disorders, positive behavioral interventions and supports, and teacher use of evidence-based practices. She is the Primary Investigator on a $1.1 million U.S. Department of Education Office for Special Education Programs (OSEP) personnel preparation grant which provides rigorous training for master’s special education and social work students to support K-12 students with disabilities and high intensity needs. Dr. Green also has experience working within the U.S. Department of Education Office for Special Education Programs (OSEP) and serves on the OSEP National Technical Assistance Center on PBIS Equity workgroup Dr. Green was a special educator at the middle school level and a PBIS Coach. She holds current teacher certifications in EC-6 Generalist, 4-8 Generalist, and EC-12 Special Education in the state of Texas.
Assistant Professor, Special Education
Research Interests: Writing assessment and writing instruction, SCRD, meta-analyses, RCT
Email: [email protected]
Phone #: 817-272-1444
Office: Hammond Hall 418
Bio: Dr. John Elwood Romig is an assistant professor of special education. He is a former high school special education teacher with experience teaching students with mild-moderate disabilities, including learning disabilities, dyslexia, intellectual disabilities, emotional and behavioral disorders, Autism Spectrum Disorders, attention-deficit hyperactivity disorder, and other disabilities. His experience as a classroom teacher influences his research and preparation of future teachers. His research examines methods of writing instruction and writing assessments that can be used to guide instruction and improve outcomes for students with disabilities. He was recognized as a Lasting Legacy Honoree at the University of Virginia for his teaching, and his dissertation received the Student Research Award from the Council for Exceptional Children’s Division for Research. He serves on the editorial review board for several journals, including Teacher Education and Special Education, Intervention in School and Clinic, and Journal of Special Education Technology.
Jump to section, what are the requirements for special education teachers, who will my students be, what does a special education teacher do, special education teacher jobs & job description, where can certified special education teachers teach, special education teacher organizations & associations, what is the salary of a special education teacher.
Great teachers empathize with children, respect them, and believe that each one has something special that can be built on. Ann Lieberman
A career as a special education teacher will involve instructing students with emotional, physical and learning disabilities. Special education teachers may work with individuals of all ages from infants to adults. Their job will consist of helping their students develop problem solving, motor and social skills needed to complete their education and live independent lives. They may work with their students on personal and life skills in addition to academic curriculum and advancement.
Special education teacher requirements include fantastic communication skills since they will be working with students, parents, and educators. They must be able to work in a one-on-one setting with students as well as in a group setting. Being able to meet the individual needs of their students is very important. Good computer skills and organization skills are important due to needing to keep detailed records of each student's progress. Being familiar with assistive technology devices in a classroom is a plus. An encouraging personality as well as the ability to be creative and flexible are all great qualities for a special education teacher.
The employment growth for special education teachers is 3% at the national level for the 10-year period ending in 2029, according to the U.S. Bureau of Labor Statistics. This will vary according to which state you live in, however, and be driven by increased demand for special education services, and the need to replace teachers leaving their occupations.
All certified special education teachers in the United States must have at least a bachelor's degree and hold a state-issued license or certificate specific to teaching special education students. However, each state has their own specific licensing requirements.
Many universities and colleges offer special education degrees at the bachelor's, master's and doctoral levels.
Special education teacher degree classes will include gaining knowledge of disabilities like autism, downs syndrome, visual impairment and more. Students will also learn practical procedures for teaching science, math and reading skills to students who have special needs.
Specialized classes could examine topics like technology for differentiated instruction, low incidence disabilities and more. Special education teacher training will also include curriculum development courses and supervised classroom student teaching. Most special education teachers earn a degree in Special Education or Education .
If your school does not offer a degree in special education, you can enroll in a special education teacher preparation program after receiving your degree. This type of program will lead you toward becoming a certified special education teacher. Licensure/certification can be attained through the completion of a teacher education program that is accredited by CAEP (Council for the Accreditation of Educator Preparation). Due to the high level of specialization among special education teachers, many states may require additional training before you can get a professional license.
Prospective special education teachers are also required to take and pass all special education content area assessments in order to obtain certification at the special education level. These standardized tests vary from state to state. Licensing and competency exams should be taken in the state where you wish to teach.
Each state has different requirements for becoming a certified teacher. To find out specific requirements, click on your state.
The tables and charts below break down the education level obtained as averaged across the U.S.
Degree Level | Percent (%) |
---|---|
Less Than High School Diploma | 0.5% |
High School Diploma | 3.0% |
Some College | 6.0% |
Associate Degree | 3.6% |
Bachelors Degree | 36.9% |
Masters Degree | 46.8% |
Doctorate Degree | 3.2% |
Data taken from BLS Educational attainment for workers 25 years and older by detailed occupation, 2010-11 (http://www.bls.gov/emp/ep_table_111.htm)
Special education teachers will have students with learning, physical and emotional disabilities. Many special education students may have delayed motor and social skills and will need to be worked with in these areas on a daily basis. Special education students can range from pre-k to 12th grade, depending on your area of specialty.
Special education teachers will work with students who have a wide range of disabilities ranging from learning, physical, mental and emotional. They are responsible for adapting general education lessons to meet the needs of their students. Subjects taught include reading, writing and math as well as basic skills like literacy and communication techniques. Their students may have disabilities ranging from mild to moderate to severe.
Special education teachers must be able to meet their students' needs to ensure that each individual student receives proper attention and the assistance needed to succeed in school and life. This may include providing one-on-one assistance in the setting of a general classroom, adapting materials, providing appropriate testing opportunities and more.
Special education teachers provide the families of their students the tools they need to grow as independent individuals in their communities. These teachers work with parents, other teachers and paraprofessionals to create individual education plans (IEP) for their students in order to help meet the individual needs of each child.
A complex and demanding career path, the role of the special education teacher is difficult to encapsulate briefly, given that every teacher's caseload of students looks very different from the next. While there are similarities between elementary to secondary, there are differences as well.
Often considered a generalist (though perhaps with special interest or training in one or two areas of need) elementary special education teachers work hard to ensure that students with special needs are able to achieve all their abilities dictate that they can. Elementary special education teachers:
Often considered a specialist (though perhaps a generalist due to diversity of need or size of school population) high school special education teachers work hard to ensure that students with special needs are able to achieve all their abilities dictate that they can, and then some. High school special education teachers:
Certified special education teachers have many employment avenues open to them, including consultation, policy development, advocacy and administration.
Special education teachers can work in elementary schools, charter schools and private schools.
Public schools are required to admit any student who lives within the district, regardless of ability, ethnicity or socioeconomic backgrounds. In public schools, special education teachers tend to work with a diverse group of children with varying needs. Prospective public special education teachers are often required to apply directly to the district prior to seeking employment at a specific school.
Since private schools charge tuition for a child to attend, special education services are generally not free. Many smaller private schools do not even offer special education services. With that said, families of students with special needs may be required to hire a private one-on-one aide to assist the child. These schools are generally governed by a private school board or organization and may have religious affiliations.
If a prospective special education teacher is interested in teaching at a private school, they should check with the school in which they wish to teach to find out specific criteria. Many private schools do not have the same requirements for special education teachers as their public school counterparts. In some cases, relevant experience or a bachelor's degree will suffice.
Charter schools are independent schools that do not require tuition. They have more flexibility than public schools, but are expected to perform better and have a greater accountability. Charter schools are typically smaller and more selective. They may have additional requirements for their education teachers. However, some charter schools may not have dedicated special education services. To inquire, contact the charter school of your interest.
NASET - National Association of Special Education Teachers: NASET is a national membership organization dedicated to providing support and assistance to those preparing for or teaching in the field of special education.
CEC - Council for Exception Children: The Council for Exceptional Children is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.
IASE - International Association of Special Education: The IASE works to improve the quality of life and service delivery for all individuals with special needs.
NAPSEC - National Association of Private Special Education Centers: NAPSEC is a nonprofit association that supports access to appropriate special education programs with more than 200 programs nationally and over 400 at the state level through the Council of Affiliated State Associations.
The median annual wage for special education teachers was $61,030 in 2019, according to the U.S. Bureau of Labor Statistics, with entry-level teachers earning less than $40,730, and the highest 10% of experienced teachers earning more than $98,530 per year.
In addition to the salary, educators get great health and retirement benefits. Given the degree of specialty training that a special education teacher receives, he or she has an average salary that is somewhat higher than their mainstream counterparts, although private school teachers do earn less than public school teachers. Like other teaching roles, salaries are based mostly on experience and education.
Visit our Teacher Salary-What to Expect? page to find out more.
(Salary data for special education teachers reported by the U.S. Bureau of Labor Statistics in May 2019. Figures represent state data, not school-specific information. Conditions in your area may vary. Information accessed March 2021.)
Salary (2022) and job outlook (2012 to 2020) by state.
According to the published BLS data from 2022, the national average salary for Special Education Teachers (Preschool) is $69,620, with an estimated 22,970 being employed nationwide. Also, the job outlook growth projection from 2012 to 2020 is expected to increase by 16.2%.
State | Projected Growth (%) | Avg Salary |
---|---|---|
Alabama | 35.3% | $38,350 |
Alaska | 8.4% | $60,270 |
Arizona | 18.6% | $53,440 |
Arkansas | 27.2% | $32,600 |
California | 8.7% | $75,610 |
Colorado | 14.8% | $63,170 |
Connecticut | 17.5% | $65,650 |
Delaware | - | - |
Florida | 25.7% | $60,270 |
Georgia | 24.9% | $65,660 |
Hawaii | 4.9% | - |
Idaho | - | - |
Illinois | 0.2% | $66,510 |
Indiana | 20.6% | $46,900 |
Iowa | 5.5% | $40,890 |
Kansas | 10.4% | $55,650 |
Kentucky | - | $57,070 |
Louisiana | 6.1% | $51,630 |
Maine | 5.1% | $44,320 |
Maryland | 4.6% | - |
Massachusetts | 7.8% | $85,540 |
Michigan | - | $65,710 |
Minnesota | 2.7% | $69,560 |
Mississippi | - | $45,900 |
Missouri | 6.9% | $45,630 |
Montana | 30.0% | - |
Nebraska | 12.9% | $57,750 |
Nevada | 6.0% | $55,300 |
New Hampshire | - | $56,650 |
New Jersey | 1.3% | $85,260 |
New Mexico | 19.6% | $63,340 |
New York | 17.1% | $99,620 |
North Carolina | 20.2% | $52,010 |
North Dakota | - | $63,100 |
Ohio | 6.6% | $64,560 |
Oklahoma | 11.3% | $45,930 |
Oregon | 10.4% | $64,530 |
Pennsylvania | 4.3% | $63,310 |
Rhode Island | 5.0% | $64,000 |
South Carolina | 16.6% | $46,560 |
South Dakota | 5.9% | - |
Tennessee | - | $45,620 |
Texas | 21.3% | $63,300 |
Utah | - | $58,170 |
Vermont | - | $68,930 |
Virginia | 11.2% | $74,990 |
Washington | 15.7% | $76,550 |
Washington, DC | - | $79,240 |
West Virginia | - | $47,560 |
Wisconsin | - | $57,970 |
Wyoming | 21.0% | $51,790 |
Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Preschool) (SOC Code: 25-2051)
Area | Employed | Avg Salary |
---|---|---|
90 | $56,800 |
According to the published BLS data from 2022, the national average salary for Special Education Teachers (Kindergarten and Elementary School) is $68,580, with an estimated 195,010 being employed nationwide. Also, the job outlook growth projection from 2012 to 2020 is expected to increase by 6.2%.
State | Projected Growth (%) | Avg Salary |
---|---|---|
Alabama | 4.6% | $53,510 |
Alaska | 10.2% | $71,570 |
Arizona | 14.6% | $55,680 |
Arkansas | 8.7% | $51,040 |
California | 6.8% | $86,440 |
Colorado | 12.7% | $61,470 |
Connecticut | 7.9% | $81,330 |
Delaware | 1.9% | $66,110 |
Florida | 26.0% | $57,780 |
Georgia | 24.4% | $67,570 |
Hawaii | 4.7% | $36,800 |
Idaho | 7.5% | $61,090 |
Illinois | - | $72,270 |
Indiana | 9.3% | $59,410 |
Iowa | 5.0% | $56,630 |
Kansas | 9.1% | $62,390 |
Kentucky | 11.1% | $54,510 |
Louisiana | 6.2% | $51,900 |
Maine | - | $58,430 |
Maryland | 5.3% | $71,650 |
Massachusetts | 4.5% | $82,230 |
Michigan | - | $64,910 |
Minnesota | 2.0% | $63,110 |
Mississippi | 8.5% | $47,300 |
Missouri | 3.4% | $47,860 |
Montana | 2.6% | $60,980 |
Nebraska | 10.1% | $57,300 |
Nevada | 4.8% | $65,180 |
New Hampshire | 4.6% | $63,940 |
New Jersey | 0.2% | $73,640 |
New Mexico | 19.5% | $65,650 |
New York | 5.4% | $86,920 |
North Carolina | 9.2% | $51,250 |
North Dakota | 10.1% | $59,990 |
Ohio | 6.3% | $69,900 |
Oklahoma | 4.7% | $52,280 |
Oregon | 12.7% | $85,990 |
Pennsylvania | - | $69,450 |
Rhode Island | - | $71,310 |
South Carolina | 7.2% | $54,970 |
South Dakota | 2.5% | $49,540 |
Tennessee | 13.8% | $56,900 |
Texas | 20.2% | $60,870 |
Utah | 20.6% | $58,840 |
Vermont | - | $62,180 |
Virginia | 11.1% | $69,480 |
Washington | 18.6% | $83,460 |
Washington, DC | - | $78,700 |
West Virginia | - | $49,360 |
Wisconsin | 1.3% | $59,000 |
Wyoming | 7.1% | $61,780 |
Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Kindergarten and Elementary School) (SOC Code: 25-2052)
Area | Employed | Avg Salary |
---|---|---|
9,820 | $74,670 |
Provisions of the federal legislation known as the No Child Left Behind Act require that all teachers of core academic subjects be "highly qualified" by the end of the 2005-06 school year with teachers newly hired after the first day of instruction for the 2002-03 school year required to be "highly qualified" when hired. (See TEA's Guidance for the Implementation of NCLB Highly Qualified Teacher Requirements .) Note: This requirement still applies to special education teachers under the updated federal legislation, now known as the Every Student Succeeds Act.
As a result of TCTA efforts, the U.S. Department of Education approved Texas’ revised highly qualified plan, an action that not only extended the deadline to meet highly qualified requirements to the end of the 2006-07 school year, but gave secondary experienced teachers who have been determined to be "highly qualified" and are subsequently reassigned out-of-field the ability to use HOUSE until the end of the 2008-09 school year. Districts must use at least 5% of their Title 1, Part A funds to help teachers become "highly qualified."
The Act specifies that core academic subjects are English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.
To be "highly qualified" under the NCLB Act, a teacher must have:
The options for demonstrating subject competency differ for elementary (EC-5) and secondary (6-12) teachers*, as well as for new and experienced teachers. "New" is defined as a teacher who has never taught elementary, middle or high school. "Experienced" is defined as a teacher who has previously taught elementary, middle or high school.
For new elementary teachers , the only option for demonstrating subject competency is passage of the applicable state certification exam. For experienced elementary teachers , there are two options: pass the applicable state certification exam OR meet a "high, objective, uniform standard of evaluation" ( HOUSE ).
For new secondary teachers , the options are to pass the applicable certification exam OR have an academic major or coursework equivalent for the subject taught (i.e., 24 semester hours, with 12 of the hours being upper-division (junior- or senior-level) courses in the core academic subject area). For experienced secondary teachers , the options are to pass the applicable certification exam OR have an academic major or coursework equivalent to the subject taught OR meet HOUSE .
The USDE issued a “reinterpretation” of the “highly qualified” requirements for certain elementary teachers (defined in Texas as EC-5 teachers*) new to the profession when hired for the 2009-10 school year, holding subject-specific certification or EC-12 special education certification, to take and pass an additional generalist certification exam in order to be highly qualified.
Affected teachers include those holding certification in 4-8 math, 4-8 science, 4-8 social studies, 4-8 math/science, 4-8 ELA/reading, 4-8 ELA/reading/social studies and EC-12 special education. According to the TEA, passing the TExES EC-4, EC-6, or 4-8 generalist; TExES EC-4, EC-6, or 4-8 bilingual generalist; or TExES EC-4, EC-6, or 4-8 ESL generalist will meet the requirement.
The USDE agreed to grandfather new elementary teachers hired prior to the 2009-10 school year who had already been determined to be highly qualified under the former interpretation, as long as the teacher remains in the same teaching assignment, or if they are documented as meeting HOUSE.
*On Feb. 19, 2014, TEA announced that it had requested and received from the U.S. Dept. of Education, permission to change sixth grade from an elementary to a secondary grade level designation for purposes of determining the NCLB highly qualified teacher status, effective immediately.
The law requires experienced special education teachers to demonstrate competency in every core subject area they teach, just like all other experienced teachers, either through HOUSE, passing the applicable certification exam, or the extra option for secondary teachers of having an academic major or coursework equivalent to the subject taught by the end of the 2006-07 school year.
The law does contain some options for certain circumstances:
Visiting international teachers who participate in foreign teacher exchange programs officially recognized by the State Board for Educator Certification and the Texas Education Agency, may use HOUSE to demonstrate “highly qualified” teacher status for a period not to exceed three years.
a. Teachers in ACP programs, who are not yet fully certified may be considered to meet the certification requirements in the NCLB definition of a highly qualified teacher if they are participating in an SBEC-approved alternative route to certification program under which they:
(1) receive, BEFORE AND WHILE TEACHING, high-quality professional development that is sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction before and while teaching;
(2) participate in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers, or a teacher mentoring program;
(3) assume functions as a teacher only for a specified period of time not to exceed three years; and
(4) demonstrate satisfactory progress toward full certification as prescribed by state statute.
b. Holds a minimum of a bachelor’s degree; and
c. Has demonstrated subject matter competency in each of the academic subjects in which the teacher is assigned to teach, in a manner determined by TEA and in compliance with Section 9101(23) of ESEA.
(1) For new elementary ACP interns, this would be demonstrated by passing a rigorous State test of subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (WHICH CONSISTS of passing a TExES certification exam or tests in reading, writing, mathematics, and other areas of the basic elementary school curriculum).
(2) For new secondary ACP interns, this would be either passing the appropriate TExES exam or having an academic major or graduate degree or the coursework equivalent to an undergraduate academic major [i.e., 24 semester hours, with 12 of the hours being upper-division (junior- or senior-level) courses] in the core academic subject areas in which they teach.
Publication date.
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COMMENTS
Standard II: The special education teacher applies knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession.
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The special education teacher applies knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession. The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings.
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The federal Individuals with Disabilities Education Act (IDEA) mandates a "free appropriate public education" for students with disabilities — as defined by the statute — and ensures special education and related services to those children. IDEA, along with Texas state regulations, outline the process of how a student in need of special ...
RULE §231.701. Special Education Teacher. (a) Subject to the requirements in subsection (c) of this section, an assignment for Special Education Teacher is allowed with one of the following certificates. If an individual is providing content instruction in a special education classroom setting, a valid certificate that matches the subject and ...
Our accelerated online M.Ed. in Special Education equips future teachers with the experience they need to become certified to teach in Texas and meet the academic needs of students with disabilities.
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The USDE issued a "reinterpretation" of the "highly qualified" requirements for certain elementary teachers (defined in Texas as EC-5 teachers*) new to the profession when hired for the 2009-10 school year, holding subject-specific certification or EC-12 special education certification, to take and pass an additional generalist certification exam in order to be highly qualified.
ARD Committee Members. the parent; at least one regular education teacher of the child who must, when possible, be a teacher who is responsible for implementing a portion of the child's IEP; at least one special education teacher or provider of the child; a representative of the school; a person who can interpret the instructional ...
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2024-2025 Undergraduate Catalog Education, Special Education Early Childhood through Grade 12, General Education Early Childhood through Grade 6 Track, B.S.E.
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Texas Teacher Evaluation and Support System; Educator Initiatives . ... will engage in a series of professional development offered by the Texas Education Agency (TEA). APs must comply with all TEA requirements including delivering in-person training sessions, providing coaching and implementation support, providing timely progress reports, and ...
If a child is eligible for special education services, the admission, review, and dismissal (ARD) committee is required to develop an individualized education program (IEP) that is designed to address your child's unique education needs that result from his or her disability.