What is the difference between a IEP and 504?

13% of all students enrolled in school receive special education services.

Educators remain flexible to manage their classrooms and reach students. After all, everyone learns differently. But, individuals with either a 504 plan or an IEP (Individual Education Plan) need a specialized approach.

As future and current educators, we all want to make sure we meet the needs of our students. Since more than 1 in every 10 students needs special education being knowledgeable will be an asset.

We are responsible to attend parent-teacher conferences, grade papers, and manage a classroom. But, we are also responsible to meet guidelines for 504 Plans and IEPs.

Knowing about these plans in advance helps you as an educator to feel more prepared. You will feel more confident in teaching students with specific educational needs.

Both 504 plans and IEPs protect students with disabilities. Each aims to meet the needs of a student but differ in their approach, services, and goals.

So, what’s the difference? Read on to learn more.

The Difference Between IEPs and 504 Plans

1. The Degree of Services Needed

Students with an IEP need special/individualized education based on an evaluation. Students with a 504 Plan need accommodations within general curriculum classes.

A student with an IEP needs a higher degree of special education services. This includes placement in special education classes or modifications/accommodations in the general education classroom.

Students with a 504 Plan typically need certain accommodations within the general class setting. These students need fewer accommodations than students with an IEP. This includes accommodations such as needing more time to complete assignments.

2. Applicable Laws and Rights

The Individuals with Disabilities Education Act (IDEA) enables students with disabilities to IEPs. This federal law entitles students with disabilities to free and appropriate education. Enforcement of this law is from the ages of 3 to 21 years old.

Section 504 of the Rehabilitation Act of 1973 also guarantees that students with a disability receive free and appropriate public education. If a student meets the requirements to receive an IEP, then an IEP outweighs the 504 Plan. If a student only qualifies for a 504 Plan then the IDEA does not apply.

Each of these laws provides services to the student at no cost. Both laws require school districts to follow the requirements outlined. Schools must follow each plan to avoid discrimination.

3. Qualifications

504 Plans include a broad spectrum of physical and mental impairments as qualifications. These impairments interfere with learning or a major life activity such as reading. Examples of impairments include mental illness, loss of motor capabilities, or specific learning disabilities.

These impairments create classroom accommodations for the student. Accommodations include a test read out loud, extra bathroom breaks, or assistive technology.

To qualify for an IEP, a student must meet one or more conditions outlined in the Individuals with Disabilities Education Act. Conditions include specific learning disabilities, autism spectrum disorder, or emotional or physical impairments.

The child’s outlined condition must also interfere with educational performance. Their condition and interference in the general classroom benefit them to receive a specialized education.

Special education is sometimes separated from the general education curriculum, but not always. Special education can mean being in classrooms with modified curriculums and instruction. These modifications exist on a continuum based on the needs of the students and their level of academic ability.

Sometimes students with an IEP are able to be in the general education classroom setting. Supervision on the part of the teacher or a paraprofessional may be necessary.

A paraprofessional is an individual who is trained to meet the specific needs of a child with a disability. A paraprofessional assists the students with tasks outlined in the IEP.

Some students are assigned an individual paraprofessional. In other cases, a paraprofessional assists all students and the special education teacher in the classroom.

4. Type of Documentation

By law, IEPs must be documented in writing. 504 plans are not required to be in writing. Schools generally do document 504 plans in writing to maintain clear communication.

An IEP includes the present academic status of the student, accommodations, and modifications. It also outlines educational goals, duration of service, and a participation plan. Lastly, the IEP shows how the child will take part in standardized testing.

A 504 Plan outlines specific accommodations the child needs. The accommodations are based on the student’s impairment.

Each time an IEP plan changes it must be in writing. 504 Plan also can change but it does not need to be in writing. Some schools do make these changes in writing for a 504 Plan to maintain clear communication.

Any significant changes to an IEP must be presented to the parent before the changes take place. These changes need to be in writing prior.

Significant changes to a 504 Plan must also be told to the parent. It is not a required for changes to be documented in writing.

5. Support System

Children with IEPs and 504 Plans have a support team which ensures that the plans are carried out. The IEP support team is more in-depth than the 504 support team.

The support team for an IEP includes the child’s parent, a district representative, and a specialist who interprets evaluation results. Additionally, at least one general education teacher and a special education teacher. All the members of the support team must be present at IEP meetings minus some exceptions.

The support team for a 504 Plan includes an educator (general or special education teacher), the child’s parent, and the school principal. The educator on the 504 support team understands the students, their needs, and accommodations needed.

IEPs and 504 Plans in the School Setting

For those seeking a career in special education, IEPs and 504 Plans will be discussed in your education courses. Just like each student with an IEP or 504 Plan has a support team, so will you!

Seasoned teachers and administrative staff can help support you in understanding the laws and guidelines necessary to provide all students with access to public education.

To learn more about careers in special education and to see if this may be the right career for you visit our blog.

If you do decide that a career in education is for you, then visit our website to find an online or special education program that meets your specific needs and career goals!

What are the different types of Special Education?

Over 6.7 million students are currently receiving some form of special education.

If you’re thinking of teaching children with a learning disability or other special needs, then it’s important to understand just how broad the category of “special education” actually is.

In this post, we’ll quickly introduce you to the thirteen types of special education. This way, you can decide which areas you’d like to focus on as you continue on the path toward becoming a special education professional.

1. Deaf-blindness

This refers to a student that has difficulties when it comes to both hearing and seeing what’s being said and shown to them.

They may not be completely deaf or blind, but the combination of the two of these issues makes it harder for them to learn at the rate of their peers.

In some cases, they have struggled so much that a school dedicated specifically to only the deaf or only the blind did not have the resources to help them.

2. Hearing Impairment

A student with a hearing impairment may not be completely deaf, but they are hard of hearing. In some cases, they may be deaf in one ear or deal with a hearing loss that changes and progresses with time.

In short, it’s any loss or change in hearing that isn’t defined as deafness.

3. Deafness

A deaf child has many specific needs in the classroom.

You may need to learn ASL, understand how to operate a hearing aid system, and find other ways to communicate with deaf students.

4. Specific Learning Disability

A child with a specific learning disability, or SLD, has been diagnosed with a processing or learning issue.

They may have a single learning disability, or they may have more than one. This can make it hard for the child to read, communicate, write, understand math, and more.

Specific Learning Disabilities can include an auditory processing disorder, Dyslexia, a nonverbal learning disability, or Dysgraphia.

5. Autism

There are over 3.5 million Americans currently living on the Autism spectrum.

Autism means that a child may have difficulty expressing or controlling their emotions, have trouble with communication, and even struggle to make friends.

They may also make repetitive movements, fixate on ideas, and become extremely sensitive to their sensory surroundings (like light or sound.)

6. Other Health Impairment

This is a bit of an “umbrella term” when it comes to the types of special education available to learners today.

This can refer to conditions and illnesses that impact a child’s strength, ability to focus or stay awake, and more.

For example, ADHD falls under the category of “Other Health Impairment.

7. Visual Impairment/Blindness

There are nearly 63,000 students who are either blind or dealing with another more severe visual impairment.

Be aware that a child who wears glasses will not fall under the category of Visual Impairment.

A student may require special accommodations, need help learning braille, or even need a guide around their school.

8. Speech or Language Impairment

This is another blanket term in the world of special education. This means that a child has issues with speaking or communication.

They may not speak the language of instruction, they may stutter, and they may have some sort of a voice impairment that prevents them from speaking.

9. Emotional Disturbance

A student with an emotional disturbance deals with moderate to severe mental health issues.

In some cases, they have been diagnosed with a more severe mood disorder, like Bipolar Disorder or even Borderline Personality Disorder. They may also have schizophrenia, extreme anxiety, or even obsessive-compulsive disorder.

They may become angry, mean, or violent, or they may withdraw and isolate themselves to the extreme.

10. Traumatic Brain Injury

This type of special education refers to a student that has suffered from a brain injury that has impacted their physical and/or emotional/learning development.

Usually, this happened because of an accident. In some cases, however, the brain injury could have been sustained because of abuse.

11. Intellectual Disability

This refers to children that don’t simply have a learning disability but have an intellectual ability that is well below average for their age range.

For example, the student may have Down Syndrome.

In some cases, this lower intellectual level can make it hard for the student to take care of themselves. It could also impact their overall social life, and make it tough for them to communicate their needs and feelings.

12. Multiple Disabilities

In some cases, children will have more than one of the disabilities on this list.

This means that parents may need to look into more specialized programs to ensure that their students get the education support they need.

13. Orthopedic Impairment

Students with an orthopedic impairment deal with situations that make it difficult for them to move as easily as children without some sort of disability can.

They may be in a wheelchair, be missing a limb, need a walker, or have a limp or another issue that makes it harder for them to move. In some cases, they may be unable to write or fully turn their heads to read.

The 13 Types of Special Education: Wrapping Up

We hope that this brief overview of the 13 types of special education has helped you to narrow down your specifications when it comes to what you want to concentrate on.

Remember that special education, though challenging, is one of the most rewarding professions to get into.

If you’re ready to jump start your career, let us help you learn how to make a difference in the lives of your future students.

Master’s Degree in Education: Why I Chose It

Master's Degree in Education: Why I Chose ItLiving in Florida for three years, I had recently heard of the teacher shortage in the state and wondered if a Master’s Degree in Education could be a possible next step for my career.  I was also recently and unexpectedly reunited with a college friend who had just made a change in her career to education.

So, in 2005 I decided to make a career change.  I decided to follow a path I considered following when I was eighteen.  It was a path I initially turned away from but now felt drawn towards. I decided to become a teacher. 

I spent the last few months of 2005 and the spring of 2006 taking certification exams, ESE K-12, Pre-K through 3rd grade, along with the general knowledge exam and applied for a temporary teaching certificate.  I also made the decision during that time to quit my decent paying job to take a teacher assistant job. 

I was excited and scared to make such a drastic change.  Frankly, I wasn’t sure if I had the skills to be an effective teacher.  I felt if I could begin working with students and teachers in some capacity, I would have a better idea if this was a good choice for me.

I taught my first class in 2006, Pre-K EELP (now Pre-K VE).  I also spent the next few years completing an Alternative Certification Program (ACP) before applying for my professional teacher’s certificate.  Those first few years were challenging but gratifying at the same time.  I was fortunate that I was surrounded by wonderful mentors and colleagues who were generous with advice and resources.  Teachers are some of the hardest working, smartest, generous and caring people I know.

Since starting teaching, I set the goal of going back to school for a Master’s Degree in Education.  After finally completing the ACP program, I told myself I’d take a break.  Teaching is fulfilling but it also is exhausting and a one year break turned into seven simply because I was hesitating.  

I loved many aspects of being a teacher.  Being able to have a positive influence on a child’s life was, for me, the best part of the career.  But at the same time, I was hesitant because the demands placed on teachers can be overwhelming.  I wasn’t sure if I could juggle the demands of teaching and college classes at the same time.  And I wasn’t sure if I wanted to take on the expense of college when I was struggling to get by. 

In order to continue in education, I wanted to become a better teacher.  To do that, for me, meant to earn a Master’s Degree in exceptional education.  I made the choice to finally work to fulfill the goal I set when I started as a teacher.   I would continue to work towards being the best teacher I could be for my students.  This past August, I enrolled in University of Central Florida’s Master’s Degree in Education program that includes a Pre-K Disabilities Certificate.  Twenty four years after earning my bachelor’s degree, I am so nervous and so excited to say that I am back in school.

Co-Teaching Partnership

Co-Teaching PartnershipCo-Teaching as a Partnership

Every classroom has a teacher and students.  But what about classrooms that have other adults as well?  Who are these people? Co-Teaching with another adult can add a unique element to the classroom setting. If teachers are in a special education classroom, it is very common to have an instructional assistant or paraprofessional.  Many larger general education classes have these type of assistants as well. In some classrooms, teachers may have a sign language interpreter for a student who is deaf and uses manual communication.

Instructional Assistants in Co-Teaching

An instructional assistant’s primary role in the special education classroom or general education classroom is to assist the classroom teacher with all areas of the classroom. The assistant is a crucial extra pair of hands, eyes, ears and voice. This may include preparing materials, assisting with behavior management, working with small groups, or working one on one with students. 

The teacher is responsible for presenting new material and instruction, as well as responsible for student learning, growth, and gains. Instructional assistants cannot provide initial instruction of a concept or skill.   However, the instructional assistant can provide support after the initial instruction is provided.  For students having a hard time understanding concepts, the instructional assistant can provide further explanations, break down, and expand on those concepts.

When the instructional assistant is in a special education classroom working with one teacher and set of students all day, it is easier to build a partnership.  Both the teacher and the assistant know the routines and the expectations.  If the instructional assistant is providing supports in the general education classrooms, it may only be for a certain amount of time each day.  It is important to keep lines of communication open.  Expectations should be established from day one because each teacher runs their classroom uniquely and assistants may have to adjust to multiple teaching styles and classroom environments.

Interpreters in Co-Teaching

An interpreter is provided to a student who is deaf and uses manual communication, whether American Sign Language, Signed English, or Conceptually Accurate Signed English (a combination of American Sign Language and Signed English).  The interpreter’s primary role is communication.  They become the ears and voice for the student they are working with.  The interpreter will not assist the teacher in any fashion.  They will not work with other students in small groups or for one on one learning.  They will not assist with classroom management or behaviors.

However, the interpreter will provide access to spoken language and environmental sounds.  If the phone rings, an airplane flies overhead, there’s a knock on the door, the fire alarm sounds, the interpreter will communicate this information.  Obviously, during teacher instruction, the interpreter will provide the information.  But they will also provide the information being spoken by other students, or between the teacher and another adult in the classroom.  If the student has a question or want to contribute to the discussion, this is done through the interpreter.  The interpreter, like an instructional assistant, can provide support of instruction already provided if the student is having a hard time grasping the concept. 

While the roles of an instructional assistant and an interpreter differ, Co-Teaching can take some time to get used to.  Teachers should keep lines of communication open, be clear on expectations, and be flexible.  Developing a partnership with other adults in the classroom will be a tremendous benefit to the students in the class.

Special Education Career Profile: Behavior Specialist

 

Special Education Career Profile: Behavior Specialist

There are many options in the field of special education. Often, it is thought that being in the education field means you are in a classroom.   But what if you don’t want to be in a classroom setting, but still want to be a powerful influence in the lives of students who may struggle? If you enjoy analyzing behaviors and creating interventions to effect a positive change, a Behavior Specialist may be the job for you.

Where Do Behavior Specialists Work?

Behavioral Specialists can work in a client’s home. He or she can also work in a clinical setting like a hospital, or be in private practice or a part of a group practice. A Behavioral Specialist can also work for a school or a school district visiting a different school each day. 

Who Do Behavior Specialists Work With?

They work with individuals who have disabilities, such as Autism, emotional disorders, or ADHD, that can affect learning or social skills. They can work with a wide range of ages from early childhood to elderly, depending on the setting.

What Do They Do? 

In the educational field, a Behavior Specialist usually has multiple schools they oversee, ranging from Pre-K to 12th grade. They are deemed with the task of observing a child with behavior problems in a classroom. They are looking for antecedent behaviors, patterns of behaviors, and the “problem” behaviors. 

The Behavior Specialist may conduct behavioral evaluations, and then will write up a plan and offer suggestions to the classroom teacher on he or she can do differently to help the child. The Behavior Specialist will also collect data and monitor the student over a period of time.

Since the Behavior Specialist is not in the classroom each and every school day, one of their jobs includes offering support to the classroom teacher. The Behavior Specialist can provide training in behavioral techniques and strategies to the classroom teacher to implement the behavior plan.

Check out Saint Joseph’s University: A One-Stop Center for Autism Support.

What Type of Education Does Someone Need to Become a Behavior Specialist?

A degree is required to become a Behavior Specialist. An undergraduate degree may be obtained in psychology, sociology, human services, special education, or behavioral science. Some employers may prefer a master’s degree.

Depending on the state and your position, a license may be required as well.

There is an additional certification for the Behavior Specialists, which is called Board Certified Behavior Analysts (BCBA). To obtain this certification, you must have a master’s degree, several hundred hours of practicum, and pass an exam. While this is an intense and time-consuming certification, BCBA is a growing field with many job opportunities.

Behavior Specialist Salary Info

The national average salary of a Behavior Specialist is $39,604. However, this can vary greatly depending on the setting and location.

If you have BCBA certification the average salary is $58,615-a remarkable increase.

Other Resources:

Top Special Education Degree Specializations to Consider in 2018

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Top Special Education Degree Specializations to Consider in 2018

If you are passionate for changing the lives of children and young adults and have a gift for teaching students with specific needs, enhancing your skillset by choosing an area of specialization in the field of special education can provide unique benefits and make you more marketable in today’s workforce.

Here’s some guidelines to help you figure out exactly what it takes to earn your special education degree and explore some of the possible special education degree specializations that you should consider in 2018.

In Demand Special Education Degree Specializations

The demand for special education teachers has surged across the United States as a Master’s degree in Special Education is currently ranked 6th in popularity of the 50 most popular online master’s degree programs.  Below are several specializations gaining increased interest for students wanting to concentrate their talents for students with specialized needs. 

While most master’s program do not require students to select an area of specialization, there are significant benefits to doing so. Specializing your education not only makes you more valuable — it also makes the education you provide to students and clients more valuable. 

Here are several specializations that have especially gained popularity for students beginning their degrees in 2017 & 2018:

special education specializations to consider in 2018Mild/Moderate Disabilities

This specialization prepares you to effectively teach students with varying exceptionalities to include, autism spectrum disorders, emotional and behavioral difficulties, specific learning and language impairments, traumatic brain injuries, and orthopedic and other health impairments.

Coursework will likely include:

  • Curriculum, Assessment and differentiated instructional practices
  • Language Development
  • Research based practices in Math and English Language Arts
  • Behavioral, Social and Communication disorders
  • Classroom Management

Typical program of studies for mild/moderate disabilities range from 30-40 required hours of credits once an elementary or secondary teaching certification is obtained. This specialization applies to students in Kindergarten through 12th grade, up to the age of 22.

The core curriculum of the online MSEd in Special Education from Purdue University focuses on mild intervention for high-incidence conditions to  intense intervention. The program offers several options to meet your career needs.

Deaf or Hard Of Hearing

The DHH specialization qualifies general education teachers, special education teachers, speech pathologists, occupational and physical therapists, and sign language interpreters to work with students with varying levels of hearing loss. Coursework can take up to 2 years to complete for you to gain competencies that will help support the learning and development of pre-kindergarten through 12th grade students.

Topics in coursework will likely include:

  • Differentiated Curriculum and Instruction
  • Language Acquisition and Literacy Development
  • Sign language systems in Education
  • Adaptive and Assistive Technology

Saint Joseph’s University’s online Teacher of the Deaf and Hard of Hearing PK-12  program of study uniquely prepares students in the latest technology to facilitate engaging learning experiences, as well as plan specialized curriculum, effectively manage a classroom, and provide opportunities to enhance sign language interpretation skills. The last course in Saint Joseph’s University program involves field experience comprised of a 14-week student teaching assignment intended to immerse you in the deaf or hard of hearing teaching experience.

Early Childhood Special Education

You’ll assist children with both mild/moderate and severe emotional or learning difficulties. You’ll also learn how to teach children who have suffered brain injuries/damage.

However, unlike the other areas, you’ll only be able to teach children from birth to pre-kindergarten.

Throughout your coursework, you’ll study several forms of developmental psychology, learn how to assess different needs and disorders, and even learn how to arrange your classroom so that it can best benefit your students.

You’ll likely also spend a lot of time learning the basics of child psychology, and undergo on-the-job training so that you can handle emergency health situations and behavioral issues in the classroom.

The online Master’s Degree in Special Education from Saint Mary’s University of Minnesota focuses on developing the ability of students to:

  • Create an inclusive environment in a mainstream classroom, allowing each student to learn to their full potential
  • Reach students across all levels and types of disabilities by developing understanding of various student backgrounds and disabilities
  • Every course touches upon intercultural competence

Blindness/Visual Impairments

Coursework in this specialization will prepare you with the skills and knowledge to effectively address the unique educational needs of students with visual impairments or blindness. Candidates take core courses in general education, special education and specialization courses in visual impairments.   

Specifically, teaching balance, sensory/spatial awareness, as well as body awareness are key life skills in addition to teaching students how to read and write in Braille.

Knowledge of specialized equipment and interactive software programs enhance the learning experience and compensatory skill development for students with visual impairments.

Course topics include:

  • Literary Braille
  • Communication Systems Used by Persons with Visual Impairments
  • Instructional Systems for Utilization of Low Vision
  • Assistive and Adaptive Technology
  • Orientation and Mobility

Applied Behavior Analysis

If your interest lies in how to better understand human behavior to help people achieve their maximum potential, then obtaining this next certification will prove beneficial. The field of Applied Behavior Analysis has an expected growth rate of 33% by 2020. Hence, the expertise of ABA specialists is critically in demand of social service organizations, public education programs, non-profits, and other industries where understanding and improving human behavior are crucial.  

Saint Joseph’s University offers an online Applied Behavior Analysis Concentration that prepares individuals to address the demands of challenging behaviors seen in Special Education settings. The courses are intended to prepare students for the BCBA certification exam.

The assessment of individuals with behavioral challenges, developing behavior intervention plans, and studying the environmental impact on behavior are among the skills learned.

Coursework will likely include:

  • Behavioral Development
  • Clinical Behavioral Analysis
  • Ethical Principles in Behavioral Analysis

Graduates of a certificate in applied behavior analysis are prepared for positions such as behavior specialists, criminal justice professionals, human services professionals, and substance abuse counselors.

Occupational Therapy

Every state has different standards for credentialing the role of an Occupational Therapist — but across all of them, a master’s degree is the minimum requirement for entry to the field. In school environments, occupational therapists are part of ESE Support Services that work with students to assist in all types of activities from caring for daily needs to using a computer or participating in physical exercises to increase strength and dexterity.

Employment of occupational therapists is projected to grow 24 percent from 2016 to 2026, much faster than the average for all occupations.

 

Coursework will likely include:

  • Theoretical Basis of Occupational Therapy
  • Assessment of Patients
  • Design and Implementation of Therapy Plans
  • Applicable Laws and Standards of Professional Ethics
  • Supervised Clinical Experience

The median annual Occupational Therapist salary is $83,901, as of January 30, 2018, with a range usually between $76,854$91,415, however this can vary widely depending on a variety of factors (including geography).

Licensing requirements by state vary, but typically require candidates to graduate from an accredited program in occupational therapy and pass examinations. Certification is optional but desirable, and is administered by the National Board for Certification in Occupational Therapy.

How Much Can You Expect To Earn?

happy female graduateWhile salaries vary county-to-county and state-to-state, here is a quick breakdown of the (national) median annual special education salaries across different tracks now:

  • Preschool Special Ed Teachers: Roughly $50,000
  • Elementary Special Ed Teachers: Roughly $50,000
  • Middle School Special Ed Teachers: Roughly $53,000
  • High School Special Ed Teachers: Roughly $55,000

Find An Online Master’s in Special Education Degree That’s Right For You

These in demand special education degree concentrations allow you to gain the knowledge and expertise in helping students with varying exceptionalities who may learn differently and respond to approaches other than conventional methods of teaching. Click here to find a special education program or use our job finder board to connect with the right opportunity for you.

 

 

 
 
 
 

Special Education Career Profile: Teacher of the Deaf

Teaching in the field of special education can give you a variety of career options. You can choose age/grade level, type of disability, or even the type of program you teach in. Being a teacher of the deaf can be a very rewarding, yet challenging, career choice.

What Does A Teacher of the Deaf Do?

The role of the teacher of the deaf can vary depending on the setting. According to American Speech-Language-Hearing Association (ASHA) and the Council on Education of the Deaf (CED), the teacher’s role is to:

  • Establish a classroom or other learning environment to meet the physical, cognitive, cultural, linguistic, and communicative needs of the child;
  • Plan and utilize strategies, appropriate materials, and resources for implementing educational experiences that support the development of communicative competence;
  • Provide consistent comprehensible language(s) appropriate to the needs of the child regardless of the modality or form;
  • Apply first and second language teaching strategies to teaching English (e.g., through ASL appropriate to the needs of the child and consistent with the program philosophy);
  • Facilitate and support communication among deaf and hard of hearing children and adults, hearing children and adults, including family/caregivers;
  • Monitor and evaluate the child’s communicative competence on a regular basis in academic and nonacademic contexts including the child’s use of signs, cues, speech, and/or assistive technologies;
  • Provide instruction and/or support for effective use of communication supports such as interpreting, transliteration, note-taking, real-time captioning, telecommunications, and computing.

Teacher of the Deaf Responsibilities, Knowledge and Skills

As a teacher of the deaf, you should have a working knowledge of hearing aids, cochlear implants, FM equipment, as well as understand and be able to interpret audiograms. You may have to share this information with school staff members or families. You may also have to and supervise paraprofessionals and sign language interpreters.

As with any special education teacher, you will have to develop and maintain compliant IEP‘s as well as assess students in the areas of academics, language, and communication.

Where Teachers of the Deaf Work

Young elementary school student signing the letter I for the class.There are a few educational options to where a teacher of the deaf can teach. All fifty states have schools for the deaf, as well as District of Columbia and Puerto Rico.

Students with hearing loss may also attend public schools. In areas where there is a high population of deaf students, there may be center schools for the deaf. Students are bussed in from several areas to one specific school.

A teacher of the deaf may either provide instruction and support in a separate class or as a resource teacher in a general education or special education classroom.

Deaf students may also attend their neighborhood school. If this is the case, the student may be the only deaf student at the school. Here, an itinerant teacher may be utilized. Itinerant teachers generally cover several schools in an area and provide one on one support to the student as well as collaborate with the classroom teacher.

Classroom or resource teachers serve students in a specific age range, where itinerant teachers tend to cover students pre-k through 12th grade.

Salary, Education and Certification

Certification for a teacher of the deaf varies from state to state. There are several colleges that offer bachelor and master degrees in education of the deaf. While you don’t have to have a degree in deaf education, you must be able to pass the state certification test. According to the U.S. Bureau of Labor Statistics, the average salary is $53,220.

If you are looking for a career where you can support students’ communication needs, as well as their academic, social, and independent functioning needs, work with parents and professionals on understanding hearing loss, and have a variety of classroom settings to work in, then you should consider becoming a teacher of the deaf.