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Special Education Teachers, Elementary School

SOC 25-2056.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis 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.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Individualized Education Program (IEP) goals — review and apply under supervisor guidance when planning daily instructional activities in an elementary special education classroom.
  2. 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.
  3. Classroom behavior rules and procedures — establish and apply using positive reinforcement strategies with support from a cooperating teacher or instructional coach.
  4. General elementary curriculum materials — identify necessary modifications for students with learning disabilities under the direction of a lead special education teacher.
  5. Student records and compliance documentation — maintain accurately according to district policies and IDEA regulations with guidance from administrative supervisors.
  6. Classroom learning environment — prepare with varied manipulatives, visual aids, and sensory materials under direction to support diverse learners in an elementary setting.
  7. 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.
  8. Socially acceptable behavior — model and reinforce using guided behavior modification scripts provided by a supervising special educator or school psychologist.
  9. Active listening and observation — apply during student interactions to recognize early signs of academic or behavioral difficulty in an elementary special education setting.
  10. Parent and team communication — participate in structured IEP meetings and send written updates under the guidance of a lead teacher or case manager.
Developing
Mid-level / Established
  1. 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.
  2. Individualized behavior intervention plans — develop and execute using positive reinforcement and behavior modification techniques for students with social-emotional challenges with reduced oversight.
  3. Elementary curriculum adaptations — modify grade-level content independently for students with a range of disabilities, aligning modifications to IEP goals and state standards.
  4. Student progress data — collect, record, and analyze using spreadsheet and database software to inform instructional adjustments and IEP updates on a regular reporting cycle.
  5. Assistive and supportive technology — integrate voice recognition, adapted keyboards, and communication devices into daily instruction to improve student access and independence.
  6. Collaborative co-teaching arrangements — coordinate instructional responsibilities with general education teachers to deliver differentiated lessons in an inclusive elementary environment.
  7. Classroom learning centers — design and refresh with targeted resources and manipulatives that support exploratory play and skill reinforcement for students at varied ability levels.
  8. Family engagement communications — compose clear, legally compliant written reports and conduct conferences to keep guardians informed of student progress and IEP goal attainment.
  9. Crisis prevention and de-escalation — apply self-control strategies and school-wide positive behavior support protocols to maintain a safe and orderly elementary classroom.
  10. Professional development opportunities — engage in continuing education on learning strategies and special education law to refine practice within a district-supported growth framework.
Proficient
Senior / Expert IC
  1. 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.
  2. 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.
  3. Complex behavior support plans — independently develop, implement, and evaluate individualized behavior intervention strategies, including functional behavior assessments, for students with significant social-emotional disabilities.
  4. 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.
  5. 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.
  6. Multi-disciplinary team collaboration — facilitate productive communication among school psychologists, speech-language pathologists, occupational therapists, and general educators to coordinate holistic support plans.
  7. 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.
  8. 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.
  9. 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.
  10. 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
Lead / Principal / Executive
  1. 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.
  2. 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.
  3. 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.
  4. Organizational compliance systems — establish and audit district documentation and records management protocols to ensure systemic adherence to IDEA, state regulations, and due-process requirements.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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.

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Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Academic Interventionist · APE Teacher (Adapted Physical Education Teacher) · Behavior Interventionist · Behavior Specialist · Blind Teacher · Braille Teacher · Cross-Categorical SPED Teacher (Cross-Categorical Special Education Teacher) · Deaf and Hard of Hearing Teacher (DHH Teacher) · Developmentally Delayed Special Education Teacher (DD Special Education Teacher) · Early Childhood Special Educator · Early Interventionist · Elementary Classroom Instructor
RAPIDS apprenticeships
—
O*NET skills
InstructingActive ListeningSpeakingSocial PerceptivenessLearning StrategiesReading ComprehensionCritical ThinkingWritingJudgment and Decision MakingMonitoringService OrientationComplex Problem SolvingActive LearningCoordinationPersuasionTime Management
Knowledge domains
Education and TrainingEnglish LanguageCustomer and Personal ServiceComputers and ElectronicsMathematicsAdministration and ManagementPsychologyPublic Safety and SecurityAdministrativeTherapy and Counseling
Abilities
Oral ExpressionOral ComprehensionSpeech ClarityProblem SensitivityWritten ComprehensionDeductive ReasoningInductive ReasoningNear VisionFluency of IdeasSpeech Recognition
Work styles
EmpathyDependabilityCooperationSinceritySelf-ControlOptimism
Technology
Data base user interface and query softwareComputer based training softwareGraphics or photo imaging softwareElectronic mail softwareVoice recognition softwareSpreadsheet softwareOffice suite softwarePresentation softwareWord processing softwareDevice drivers or system software
Tasks · seed anchors for statements
  1. Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.
  2. Develop or implement strategies to meet the needs of students with a variety of disabilities.
  3. Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  4. Modify the general elementary education curriculum for students with disabilities.
  5. Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
  6. Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
  7. Establish and enforce rules for behavior and procedures for maintaining order among students.
  8. Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
CIP education codes
13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101613.1017

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.