{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:40:09.457Z","occupation":{"soc":"25-2056.00","title":"Special Education Teachers, Elementary School","group":"Educational Instruction & Library","sector":"61","jobZone":4,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers the full professional continuum of Special Education Teachers at the elementary school level, from supervised entry-level instruction through district-level program leadership, encompassing IEP development, differentiated instruction, behavior support, assistive technology, compliance, and stakeholder collaboration.","levels":{"emerging":{"label":"Emerging","statements":["Individualized Education Program (IEP) goals — review and apply under supervisor guidance when planning daily instructional activities in an elementary special education classroom.","Academic instruction for students with disabilities — deliver using structured phonetics and repetition techniques under direct mentor supervision in a self-contained or inclusion classroom setting.","Classroom behavior rules and procedures — establish and apply using positive reinforcement strategies with support from a cooperating teacher or instructional coach.","General elementary curriculum materials — identify necessary modifications for students with learning disabilities under the direction of a lead special education teacher.","Student records and compliance documentation — maintain accurately according to district policies and IDEA regulations with guidance from administrative supervisors.","Classroom learning environment — prepare with varied manipulatives, visual aids, and sensory materials under direction to support diverse learners in an elementary setting.","Assistive technology devices — introduce and support student use of basic tools such as text-to-speech software under supervision in a resource or inclusion room.","Socially acceptable behavior — model and reinforce using guided behavior modification scripts provided by a supervising special educator or school psychologist.","Active listening and observation — apply during student interactions to recognize early signs of academic or behavioral difficulty in an elementary special education setting.","Parent and team communication — participate in structured IEP meetings and send written updates under the guidance of a lead teacher or case manager."]},"developing":{"label":"Developing","statements":["Multi-sensory instructional strategies — design and implement routinely across reading, writing, and math lessons to address the varying needs of students with disabilities in an elementary classroom.","Individualized behavior intervention plans — develop and execute using positive reinforcement and behavior modification techniques for students with social-emotional challenges with reduced oversight.","Elementary curriculum adaptations — modify grade-level content independently for students with a range of disabilities, aligning modifications to IEP goals and state standards.","Student progress data — collect, record, and analyze using spreadsheet and database software to inform instructional adjustments and IEP updates on a regular reporting cycle.","Assistive and supportive technology — integrate voice recognition, adapted keyboards, and communication devices into daily instruction to improve student access and independence.","Collaborative co-teaching arrangements — coordinate instructional responsibilities with general education teachers to deliver differentiated lessons in an inclusive elementary environment.","Classroom learning centers — design and refresh with targeted resources and manipulatives that support exploratory play and skill reinforcement for students at varied ability levels.","Family engagement communications — compose clear, legally compliant written reports and conduct conferences to keep guardians informed of student progress and IEP goal attainment.","Crisis prevention and de-escalation — apply self-control strategies and school-wide positive behavior support protocols to maintain a safe and orderly elementary classroom.","Professional development opportunities — engage in continuing education on learning strategies and special education law to refine practice within a district-supported growth framework."]},"proficient":{"label":"Proficient","statements":["Comprehensive IEP development — lead the full cycle of assessment, goal-writing, implementation, and annual review for a diverse caseload of elementary students with disabilities, operating independently within legal and ethical standards.","Differentiated instructional programming — design and deliver multi-modal, evidence-based lessons across academic subjects that respond to individual cognitive, sensory, and behavioral profiles without supervisory direction.","Complex behavior support plans — independently develop, implement, and evaluate individualized behavior intervention strategies, including functional behavior assessments, for students with significant social-emotional disabilities.","Curriculum modification and Universal Design for Learning — adapt district-wide elementary curricula and assessments using UDL principles to ensure equitable access for all learners across multiple disability categories.","Assistive technology evaluation and integration — assess student technology needs, recommend appropriate devices, and train paraprofessionals and families in their use within an inclusive school environment.","Multi-disciplinary team collaboration — facilitate productive communication among school psychologists, speech-language pathologists, occupational therapists, and general educators to coordinate holistic support plans.","Compliance and records management — oversee accurate, complete, and legally defensible documentation systems for all students on caseload, ensuring alignment with IDEA, FERPA, and district policy.","Data-driven instructional decision making — analyze formative and summative assessment data using office suite and spreadsheet software to identify trends, adjust interventions, and report outcomes to stakeholders.","Family and community advocacy — serve as a knowledgeable liaison for families navigating special education systems, providing guidance on rights, resources, and transition planning for elementary-age students.","Non-routine problem solving — resolve complex, high-stakes challenges such as eligibility disputes, placement decisions, or escalating behavioral crises by applying critical thinking and professional judgment autonomously."]},"advanced":{"label":"Advanced","statements":["Special education program vision — set strategic direction for elementary special education services at the school or district level, aligning program design with legal mandates, research, and community equity goals.","Mentor and instructional coaching — guide early-career special educators in developing IEP writing, differentiated instruction, and behavior support skills through structured observation, feedback, and professional learning communities.","District-wide curriculum policy — lead cross-functional teams in designing and adopting inclusive curriculum frameworks and modification guidelines that scale across all elementary special education classrooms in the district.","Organizational compliance systems — establish and audit district documentation and records management protocols to ensure systemic adherence to IDEA, state regulations, and due-process requirements.","Professional learning design — develop and facilitate ongoing training programs in assistive technology, culturally responsive special education, and evidence-based interventions for instructional staff across multiple school sites.","Stakeholder and policy influence — represent special education perspectives in school board proceedings, community forums, and legislative advocacy efforts to shape policies affecting students with disabilities.","Data governance and program evaluation — lead the design of district-wide data collection and reporting systems to evaluate program effectiveness, identify service gaps, and drive evidence-informed resource allocation.","Interagency partnership development — build and sustain formal partnerships with health, social service, and community agencies to expand wraparound supports for elementary students with complex needs.","Crisis and safety leadership — establish school-wide or district-wide crisis prevention and response frameworks, training multidisciplinary teams in proactive safety and de-escalation protocols.","Equity and inclusion transformation — champion systemic reforms that reduce disproportionate identification, placement, and disciplinary outcomes for students of color and other marginalized groups within special education at the organizational level."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}