special education teacher hiring in usa

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NASET Career Center affords its members opportunities to view the latest job openings in special education throughout the United States.  By allowing School Districts throughout country post jobs, the NASET Career Center can provide you with the job opportunity that you have been waiting for in the field of special education teaching. 

The NASET Career Center offers you career advice, book resources, and numerous tips on resume writing, cover letters, and interviewing for teaching positions.  At the NASET Career Center, members also are provided career fact sheets, guidelines and standards for licensing in all 50 states, and fact sheets about the career of special education teaching.  The NASET Career Center gives you all the information you need regarding the profession of special education teaching.

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How to Become a Special Education Teacher

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.

Qualities of a Special Education Teacher

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.

Job Growth for Special Education Teachers

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.

Education Requirements for Special Education Teachers

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 .

Special Education Teacher Preparation Program

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.

Tests to Pass if you Want to Become a Special Education Teacher

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.

Find Information About Becoming a Teacher In Your State

Each state has different requirements for becoming a certified teacher. To find out specific requirements, click on your state.

• Connecticut
• Massachusetts
• Mississippi
• New Hampshire
• North Carolina
• North Dakota
• Pennsylvania
• Rhode Island
• South Carolina
• South Dakota
• Washington, DC
• West Virginia

Special Education Teacher by Degree Level

The tables and charts below break down the education level obtained as averaged across the U.S.

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.

Job Duty Requirements for Special Education Teachers

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.

Becoming an Elementary Special Education Teacher

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:

• Work with students who have Pervasive Developmental Disorder (PDD), autism, Asperger's syndrome, those who are blind, low-vision, deaf or hard-of-hearing, who have Central Auditory Processing Delays (CAP-D), physical disabilities, cognitive impairments or developmental delays.
• Spearhead the development of an Individual Education Plan each year as a working document for teachers, support staff, administrators, guardians/parents, and other professionals to contribute to in order to ensure best outcomes for students
• Outline accommodation and/or modification and/or alternate programming to classroom tasks
• Meet with parents/guardians and internal and external stakeholders for an annual review of IEP particulars and program goals, known as Identification, Placement, and Review Committee (IPRC) meetings
• Mentor and advise professional support staff such as speech pathology, audiology, interpreting, psychological assessment, occupational therapy, social work and medical services
• Ensure that accommodations or modifications during instructional time are also in place during assessments
• Create a transition plan from year to year, and from elementary to high school with post-secondary planning being a relevant goal and timeline
• Set academic and developmental goals for students to strive for - ensure that metrics are in place so that every success is measurable
• Communicate proactively and professionally about student assessment and behavior with teaching and non-teaching staff, individual students, their families and associated professionals, bearing in mind the impact of confidentiality regarding vulnerable persons
• Support the school's culture and practices for inclusion through extracurricular and co-curricular activities and staff leadership

Becoming a High School Special Education Teacher

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:

• Assess student learning needs in the classroom on a holistic basis, taking into account the students current and past achievements, current cultural and familial framework, and future goals
• Spearhead the continuation of an accurate and effective Individual Education Plan each year as an editable working document for teachers, support staff, administrators, guardians/parents, and other professionals to contribute to in order to ensure best outcomes for student growth
• Act as a daily point of contact for internal and external stakeholders, including the student themselves as their individual need dictates
• Act as a friendly face and advocate, helping students learn the valuable skill of self-advocacy as they approach the end of high school
• Function as a resource for school to work transitioning
• Advocate for and promote students for extensive co-operative education placements both in and outside of the school
• Outline accommodation and/or modification and/or alternate programming to classroom tasks; keep rigorous metrics
• Proactively meet with parents/guardians and internal and external stakeholders for an annual review of IEP particulars and program goals, known as Identification, Placement, and Review Committee (IPRC) meetings
• Suggest beneficial reductions in support for the student to foster self-reliance, reduction in vulnerability, and independence
• Understand theories of adolescent development and how special needs may alter these developmental arcs
• Advocate on behalf of the student's needs to classroom teachers and administration, either individually and on an ad-hoc basis or in a more formal setting
• In-service teaching staff, support staff and administration on student behavior and general best practices for interaction and engagement
• Create a transition plan from year to year, and from high school to post-secondary education or job training. Ensure timelines are accurate; work backward from end-goal.
• Set academic and developmental goals for students to strive for - ensure that metrics are in place so that every small success is measurable

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

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.

Private Schools

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

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.)

Special Education Teachers (Preschool)

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%.

Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Preschool) (SOC Code: 25-2051)

Salary (2022) By Largest Metropolitan Areas

Special Education Teachers (Kindergarten and Elementary School)

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%.

Data taken from BLS Occupational Employment Statistics (http://www.bls.gov/oes/) for Special Education Teachers (Kindergarten and Elementary School) (SOC Code: 25-2052)

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The job market for special education teachers in the United States

There are currently an estimated 131,900 special education teachers in the United States. The special education teacher job market is expected to grow by 7.4% between 2016 and 2026.

How employable are special education teachers?

CareerExplorer rates special education teachers with a C employability rating, meaning this career should provide moderate employment opportunities for the foreseeable future. Over the next 10 years, it is expected the US will need 13,300 special education teachers. That number is based on 9,700 additional special education teachers, and the retirement of 3,600 existing special education teachers.

Are special education teachers in demand?

Although student enrolments, in general, are expected to grow slowly, the increasing number of students requiring special education services is expected to generate demand for teachers with specialized training. Due to medical advances children are more likely to survive serious illnesses and accidents. Learning disabilities are being diagnosed at earlier ages. These factors, combined with government legislation and educational reforms focused on training and employment of individuals with special needs, are resulting in more opportunities for special education teachers. Demand for special education teachers is expected to be higher in rural areas and inner cities than in urban centres. Candidates trained to work with children afflicted with multiple disabilities or severe conditions such as autism will be better equipped to enter the profession. Increasingly diverse student populations will favour bilingual teachers and those who have been exposed to multi-cultural environments. The retirement or transition of some special education teachers to general education will also contribute to available jobs in the field.

What’s the supply of special education teachers?

The special education teacher industry is concentrated in New York, Texas, California

Special Education Teacher job market by state

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Teacher Certification Degrees » Teaching Career Center » Special Education Teacher Career Guide

Special Education Teacher Career Guide

• Author: Audrey Stoffle
• Expert Reviewer: Jacquelyn King
• Editorial Process

A special education (sometimes called SPED or shortened to special ed) teacher works with children of different ages who have a range of learning, cognitive, emotional, or physical challenges. This guide provides information on what special education teachers do, how to become one, and special education teacher salary and job outlook.

Table of Contents

• How to Become
• Schools and Certification by State
• Job Description
• Salary & Job Outlook

Additional Resources

Frequently asked questions, related pages, how to become a special education teacher.

Special education requirements in all states call for licensure to teach at a public school. Depending on the school, some employers require a master’s degree for special needs teachers, though others only require a bachelor’s degree . Teachers who are already certified and want to add a special education endorsement to their license, or people who already have an undergraduate degree in something else, may pursue a master’s degree in special education. While private schools usually require a bachelor’s degree to teach, they do not always require certification. To qualify for licensure to teach in public schools, the degree must typically include a teacher preparation program approved by the state in which it is located. The most common pathway toward a career in teaching special education is:

• Earn a state-approved bachelor’s degree or master’s degree in special education.
• Complete a student teaching internship in a special education classroom.
• Take your state’s required tests for special education teachers.
• Apply for your teaching license.
• Begin applying to open special education positions.

Traditional and online bachelor’s degree programs in special education require coursework in methods, foundations of education, assessment, assistive technology, special education law, and planning and curriculum focused on special needs. Most states require student teaching placement in a classroom for teacher licensure in this area. Certification in special education also requires tests in general content and special education, though exam requirements vary depending on the certifying state.

Some states offer alternative licensure programs for prospective teachers, though in many cases special education is not an approved career track through alternative certification due to the intensive preparation required to work with children with differing needs. To find out how to get your master’s in special education online, see our online master’s in special education guide .

Education Schools and Certification by State

Each state has its own process for becoming a teacher. Below, you will find schools in your state that offer teacher preparation programs, as well as information on traditional and alternative certification pathways specific to your state.

Special Education Teacher Job Description

The role of a special education teacher includes assisting general education teachers in identifying and assessing children who may have disabilities or special needs. They then adjust lessons to fit the needs of each child as part of Individualized Education Programs (IEPs). Since they are responsible for instructing students with a broad range of disabilities, developing IEPs is important for these teachers. One child may require flashcards for sharpening math skills or focused attention on reading, while another may require a teacher to help with basic life skills, such as how to answer questions or follow instructions.

They may teach at the elementary, middle, or secondary school level at public or private schools, and their students range in ability. Some have their own classrooms where they teach one or more groups of students while others work in general classrooms, with special needs children learning alongside other students (“mainstreaming”). In some cases, the special education teacher may co-teach the class, or they may teach in support or breakout roles.

Common Tasks

Similar to teachers of other subjects, special education teachers plan lessons, instruct children, and assign activities to children. They also grade assignments and tests, track students’ progress, and meet with parents to discuss students’ abilities and challenges they may be facing.

Helpful Skills and Experience

Special education teachers need to be patient, calm, organized, inspiring, and accepting. The job requires interactions with children who differ in abilities and come from all types of backgrounds. Students who receive special education services have various needs that require special attention and understanding. Organizational skills, excellent communication and presentation skills, and sound decision-making skills are important for any prospective teacher. Teachers with prior experience in teaching, especially of children with disabilities, will stand out from others.

Special Education Teacher Salary and Job Outlook

There are 498,040 special education teachers in the US, and the special education teaching profession is expected to see no job growth through 2032. 1 . Most public elementary, middle, and high schools, along with some preschools, hire special education teachers. The general national trend is that special needs children enrollment is increasing and qualified special education teachers with the right qualifications are in short supply. 1 According to the Bureau of Labor Statistics (BLS), the median annual salary for a special education teacher was $62,950. Following is an employment, salary, and outlook breakdown of special education teachers:

• The National Association of Special Education Teachers (NASET) : NASET provides support for special education teachers, job listings, important news, and resources.
• The Council for Exceptional Children : An advocacy association for special education, this website provides information about professional development, policies and standards in the field, and other helpful resources for special education teachers.
• Special Education Blogs : Our list of special education blogs addressing issues in and methods of teaching learners with special needs.

Question : Do special education teachers get paid more than general teachers?

Answer : Nationally the average pay for special education teachers tends to be around the same as elementary, middle, and secondary school teachers focused on teaching the standard curriculum. 1,2,3,4 However, salary differences can vary greatly in different regions.

Question: Why do gifted students need special education?

Answer: Special education can be defined as education that is different from the norm, which can also extend to above-average learners such as gifted and talented students. These students are sometimes classified with disabled students under the larger umbrella of exceptional learners. Exceptional learners may require or benefit from exceptional education, or education that is approached differently than that which takes place in the regular classroom. While most degree programs prepare traditional special education teachers differently than teachers of gifted students, there can be some overlap in coursework among these programs due to this correlation. See our Gifted and Talented Teacher Career Guide if you are interested in this type of career.

Question : Do special education teachers get summers off?

Answer : Like general education teachers, special education teachers typically work a 10-month school year, with two months off during the summer. Teachers’ schedules will vary according to their school’s schedules, but some also use those months to prepare lessons for the coming school year or to teach summer courses if they would like supplemental income.

Question : Can special education teachers teach regular classes?

Answer : That depends on the state and the school. Many states do not allow special education teachers to teach general education students, but others do. Also, private schools tend to have different standards. It is best to check with your state board of education.

• Reading Specialist Career Guide
• Special Education Degree Guide

References: 1. Bureau of Labor Statistics, Occupational Outlook Handbook, Special Education Teachers: https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm 2. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2051 Special Education Teachers, Preschool: https://www.bls.gov/oes/current/oes252051.htm 3. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2052 Special Education Teachers, Kindergarten and Elementary School: https://www.bls.gov/Oes/current/oes252052.htm 4. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2053 Special Education Teachers, Middle School: https://www.bls.gov/oes/current/oes252057.htm 5. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2054 Special Education Teachers, Secondary School: https://www.bls.gov/oes/current/oes252058.htm 6. Bureau of Labor Statistics, Occupational Employment Statistics, Occupational Employment and Wages, May 2022, 25-2059 Special Education Teachers, All Other: https://www.bls.gov/oes/current/oes252059.htm

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Students with disabilities have a right to qualified teachers — but there's a shortage

Lee V. Gaines

This is the first in a two-part series on the special education teacher shortage. You can read part two here .

At the beginning of the school year, when Becky Ashcraft attended an open house at her 12-year-old daughter's school, she was surprised to find there was no teacher in her daughter's classroom – just a teacher's aide.

"They're like, 'Oh, well, she doesn't have a teacher right now. But, you know, hopefully, we'll get one soon,' " Ashcraft recalls.

Schools are struggling to hire special education teachers. Hawaii may have found a fix

Ashcraft's daughter attends a public school in northwest Indiana that exclusively serves students with disabilities. She is on the autism spectrum and doesn't speak. Without an assigned teacher, it was difficult for Ashcraft to know what her daughter did everyday.

"I wonder what actually kind of education she was receiving," Ashcraft says.

Ashcraft's daughter spent the entire fall semester without an assigned teacher. One other parent at the school told NPR they were in the same position. Ashcraft says the principal told her they were trying to hire someone, but it was difficult to find qualified candidates.

After Months Of Special Education Turmoil, Families Say Schools Owe Them

The school would not confirm to NPR that Ashcraft's daughter had no teacher, but a spokesperson did say the school has used substitutes to provide special education services amid the shortage of qualified educators.

The federal Individuals with Disabilities Education Act guarantees students with disabilities access to fully licensed special educators. But as Ashcraft learned, those teachers can be hard to find. In 2019, 44 states reported special education teacher shortages to the federal government. This school year, that number jumped to 48.

When schools can't find qualified teachers, federal law allows them to hire people who aren't fully qualified so long as they're actively pursuing their special education certification. Indiana, California, Virginia and Maryland are among the states that offer provisional licenses to help staff special education classrooms.

It's a practice that concerns some special education experts. They worry placing people who aren't fully trained for the job in charge of classrooms could harm some of the most vulnerable students.

But given the lack of qualified special education teachers, Ashcraft says she wouldn't mind if her daughter's teacher wasn't fully trained yet.

"Let them work towards that [license], that's wonderful," she says. "But, you know, I guess at this point, you know, we're happy to take anybody."

The case against provisional special education licenses

Jacqueline Rodriguez, with the American Association of Colleges for Teacher Education, is alarmed at the number of provisional licenses issued to unqualified special education teachers in recent years — even if those teachers are actively working toward full licensure.

"The band aid has been, let's put somebody who's breathing in front of kids, and hope that everybody survives," she says. Her organization focuses on teacher preparation, and has partnered with higher education institutions to improve recruitment of special educators.

She worries placing untrained people at the helm of a classroom, and in charge of Individualized Education Programs, is harmful for students.

"This to me is like telling somebody there's a dearth of doctors in neurosurgery, so we would love for you to transition into the field by giving you the opportunity to operate on people while you're taking coursework at night," Rodriguez says.

She admits it's a provocative analogy, but says teaching is a profession that requires intensive coursework, evaluation and practice. "And unless you can demonstrate competency, you have no business being a teacher."

One district is building a special education teacher pipeline

Shaleta West had zero teaching experience when she was hired as a special educator by Elkhart Community Schools, a district in northern Indiana.

She says her first couple weeks in the classroom were overwhelming.

"It was very scary because, you know, I know kids, yes. But when you're trying to teach kids it's a whole other ball game. You can't just play around with them and talk to them and chit chat. You have to teach."

The Coronavirus Crisis

Families of children with special needs are suing in several states. here's why..

Her district is helping her work toward her certification at nearby Indiana University South Bend. Elkhart Community Schools pays West's tuition and, in exchange, West has agreed to work for the district for five years.

The district also provides West with a mentor — a seasoned special educator who answers questions, offers tips and looks over the complicated paperwork that's legally required for students with disabilities.

West says she would have been lost without the mentorship and the university classes.

"To be honest, I don't even know if I would have stayed," she explains.

"I knew nothing. I came in without any prior knowledge to what I needed to do on a daily basis."

Administrator Lindsey Brander oversees the Elkhart schools program that supports West. She says the program has produced about 30 fully qualified special educators over the past four years. This year, it's serving about 10 special educators, all on provisional licenses.

"We are able to recruit our own teachers and train them specifically for our students. So the system is working," Brander explains. The challenge, she says, is that it's become increasingly difficult for the district to find people to participate in the program.

And even with a new teacher pipeline in place, the district still has 24 special education vacancies.

Brander would prefer if all the district's special education teachers were fully qualified the first day they set foot in a classroom.

"But that's not reality. That's not going to happen. Until we fix some of the structural challenges that we have in education, this is how business is done now. This is life in education," she says.

How high teacher turnover impacts students

The structural issues contributing to the special educator shortage include heavy workloads and relatively low pay. At Elkhart schools, for example, new special education teachers with bachelor's degrees receive a minimum salary of $41,000, according to district officials.

Desiree Carver-Thomas, a researcher with the Learning Policy Institute, says low compensation and long workdays can lead to high turnover, especially in schools that serve students of color and children from low-income households. And when special education teachers leave the profession, the cycle continues.

"Because when turnover rates are so high, schools and districts they're just trying to fill those positions with whomever they can find, often teachers who are not fully prepared," Carver-Thomas says.

Hiring unprepared teachers can also contribute to high turnover rates, according to Carver-Thomas' research . And it can impact student outcomes.

Schools Say They Have To Do Better For Students With Disabilities This Fall

As NPR has reported , Black students and students with disabilities are disciplined and referred to law enforcement at higher rates than students without disabilities. Black students with disabilities are especially vulnerable; federal data shows they have the highest risk for suspension among all students with disabilities.

"That may be more common when teachers don't have the tools and the experience and the training to respond appropriately," Carver-Thomas says.

Schools and families have to make do

The solution to the special educator shortage isn't simple. Carver-Thomas says it will require schools, colleges and governments to work together to boost teacher salaries and improve recruitment, preparation, working conditions and on-the-job support.

In the meantime, schools and families will have to make do.

In January, Becky Ashcraft learned her northwest Indiana school had found a teacher for her daughter's classroom.

She says she's grateful to finally have a fully licensed teacher to tell her about her daughter's school day. And she wishes the special educators that families like hers rely on were valued more.

"We've got to be thankful for the people that do this work," she says.

Nicole Cohen edited this story for broadcast and for the web.

Why Special Education Teachers Quit—and What Schools Are Doing About It

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Solutions to the perennial crisis of special education staffing must extend beyond training and recruiting more teachers to the more complex work of retaining educators who’ve already entered the field, experts say.

Twenty-one percent of public schools reported that they were not fully staffed in special education at the start of the 2023-24 school year, higher levels of reported shortages than for any other teaching specialty, federal data show. And about 8 percent of teachers who work with children who qualify for services under the Individuals with Disabilities Education Act are not fully certified .

All teachers juggle layers of practical and pedagogical responsibilities, but special education teachers carry an unusually complex workload that involves case management, teaching students in multiple grades and subjects, and cooperating with fellow teachers to help students meet educational goals.

“I just felt like I couldn’t meet all of my students’ needs with the resources and support that I had, no matter how hard I worked,” said Elizabeth Bettini, an associate professor of special education at Boston University who previously taught special education in K-12 schools.

Here are three ways states and districts are trying to keep current special education teachers on the job—and to improve their chances of retaining new recruits.

1. Districts experiment with higher pay for special education teachers

When special education teachers leave their roles, they aren’t always leaving teaching altogether, said Roddy Theobold, the deputy director of the National Center for Analysis of Longitudinal Data in Education Research. Rather, special education teachers with multiple teaching endorsements often shift into another position, like elementary education, he said.

To quantify the trend, Theobold and other researchers analyzed 10 years of Washington state data collected from 2009 to 2019. They found that, in every year studied, the number of certified special education teachers in the state exceeded the number of teachers actually working in special education positions by more than 50 percent. They also found that dual-certified teachers were less likely to remain in special education placements than their peers who only carried special education credentials, according to a 2021 study published in the journal Exceptional Children .

Districts like Detroit have sought to recognize the challenges of the special education role by providing annual incentive pay of up to $15,000 for special education teachers.

But it can be politically challenging to pay teachers different salaries depending on their role, and it can require changing teacher contracts. Plus, researchers are still identifying what incentive structures could best move the needle on staffing challenges.

Starting in 2020, Hawaii’s statewide school district offered a $10,000 bonus for special education teachers, with larger bonuses for those who teach in schools deemed hard to staff. That’s on top of a base salary of $50,000.

Theobold and fellow researchers studied that state’s 2022 data. They found that, after the bonuses started, special education vacancies continued to increase alongside teacher vacancies in general, but they made up a lower proportion of total unfilled positions than they had before. They largely attributed the shift to teachers who were motivated by the incentive to move from general education classrooms to special education placements, not by increased retention of existing special education teachers.

While Hawaii’s special education teacher shortage hasn’t been erased, students within special education programs are now more likely to be taught by qualified teachers because of the bonuses, they concluded.

2. States and districts prepare new special education teachers with retention in mind

Advocates for grow-your-own programs and teacher apprenticeships—which allow candidates to earn teaching credentials while learning on the job—say the approach may allow new special education teachers to enter the role with a greater awareness of the challenges they will face. And that may help schools retain them longer.

Many participants in the University of North Dakota’s Special Education Resident Teacher Program complete their training at schools where they will later work full time, director Amy Jacobson said. The program allows candidates to earn a master’s degree in special education while working with a mentor in a partner district as well as a mentor at the university to learn the ropes.

Organizers recently developed an option that allows candidates without four-year degrees to get a bachelor’s and a master’s degree simultaneously. That opened the door for paraprofessionals, who often have years of hands-on experience in special education, to become full-time teachers.

“They are already vetted by the school districts, and they have an interest and a passion to work in special education,” Jacobson said.

Similarly, a unique teacher residency program led by the Washington Education Association draws former paraprofessionals and emergency substitute teachers with experience in special education classrooms, organizers recently told Education Week.

The program rotates participants through four different special education settings, including teaching alongside general education teachers, to better prepare them for a variety of potential roles.

“When you become a special ed. teacher, there’s so much variety within that, and you don’t know what you don’t know,” Annie Lamberto, the special populations coordinator for WEA, told Education Week. “We wanted our residents to be able to find not just what they’re good at and what their strengths are, but what they’re passionate about.”

3. Administrators combat special education teachers’ workplace isolation and burnout

Special education teachers are usually stressed because they lack the support and resources to do their jobs well, not because of the students they serve, Bettini said.

They have fewer in-school peers than their general education colleagues, and they are often led by principals without experience in special education, she said. That can lead to a feeling of isolation.

A lack of special education funding, inadequate support staff and school psychologists, and other systemic problems can lead teachers to feel like they are failing the very students they want to help, Bettini said.

Administrators can address these stressors by seeking their own professional development on how to support special education teachers and by inviting regular feedback about how to include special education teachers in curriculum purchasing decisions, planning schedules, and schoolwide policy conversations, she said.

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Exploring special education teacher certification: Requirements and exam preparation

The teacher shortage is real and students with disabilities, including those in less wealthy and rural districts, are often the most impacted.

Take the case of Nico Mossa, a seventh-grader with disabilities in Wake County, N.C.

Nico is a fun-loving kid with autism and a seizure disorder who requires necessary accommodations. 1 However, when school started in July 2023, his class didn’t have a qualified special education teacher for five months.

While the district launched a search to fill the position, his mom worried that mandated services, which were outlined in his individualized education plan (IEP), were not being implemented. If Nico had a seizure in class, there was no guarantee the instructional aide or substitute assigned to his class would know where to find his medication or how to administer it.

Additionally, the certified special ed teacher next door had to juggle lesson planning responsibilities, their class, and Nico’s class—which resulted in a fragmented learning experience for students. 1

In this guide, we cover the career outlook for special education teachers. You will also learn about the steps to obtain special education certification, including exams and state requirements.

Career Opportunities

The career outlook for special education teachers is exceptionally promising, as indicated by the U.S. Bureau of Labor Statistics which projects around 33,500 new job openings between the years 2022 and 2023. 2

However, experts emphasize that this estimate may be conservative, given the demand; the United States currently serves over seven million students requiring special services or accommodations, highlighting a significant need for skilled special education professionals. 3,4

Although some challenges exist, including financial support gaps in certain states, the overall trend is toward increased awareness and early identification of disabilities, leading to a foreseeable surge in the demand for qualified special education teachers. 4

This growing recognition of the importance of special education services is paving the way for exciting opportunities in this rewarding field.

Unlocking the path: Essential steps for special education certification

Embarking on a career in special education is a profound commitment to empowering lives and shaping futures.

The journey to becoming a certified special education teacher requires dedication, compassion, and hands-on training.

Individuals who join the profession often teach the same cohort of students for multiple years and find they develop positive relationships with their students, families, caregivers, and community.

The importance of special education teachers like Brian Skinner

By the time students land on special education teacher Brian Skinner’s caseload, they have often convinced themselves they cannot excel at subjects like reading and math and decide to give up.

As 2023 Kansas Teacher of the Year, Skinner is driven to instill a belief that his students can succeed, and they do. 5

If you pursue a path toward special education certification, you, too, can become a champion of educational equity for students with special needs. Through advocacy, specialized instruction, and interventions, you will be able to create inclusive learning environments where your students will thrive. 6

Your role could include various settings, from resource rooms to mainstream classrooms where special education and regular students learn together. Crafting Individualized Education Programs (IEPs) under federal laws like the Individuals with Disabilities Education Act (IDEA), you'll ensure each student receives a free, appropriate education tailored to their needs. For instance, a student with ADHD might get extended time on learning activities or a modified exam. 1

Types of special education certifications

Because your students’ needs will vary greatly, you’ll want to consider gaining additional expertise in the areas you want to impact most.

Many online master’s degree programs offer specializations in areas, such as autism spectrum disorders or transition services for graduating students with disabilities.

Another option is to choose a specialization after teaching in a special education classroom for a few years and complete a certification program offered through organizations like the National Association of Special Education Teachers.

Other certifications include:

• Autism Spectrum Disorder : Acquire strategies in behavior management and social skills development tailored for individuals across the autism spectrum 7,8
• High Incidence Disabilities: Support students with learning disabilities and ADHD
• Low Incidence Disabilities: Specialize in supporting students with less common disabilities such as traumatic brain injuries 7,8
• Inclusion in Special Education : Learn how to integrate students with disabilities into general education settings effectively 7,8
• Secondary Education Transitions : Prepare students with disabilities for life after high school through vocational training and independent living skills 7,8

Earning these qualifications can set you apart from other candidates and enhance opportunities for career advancement.

Prerequisites for certification

Fulfilling the prerequisites for special education certification mandates a robust educational foundation:

• Educational Background: Complete a bachelor's degree from an accredited institution with an approved teacher preparation program. You may need to include official transcripts with your job applications 9
• Cumulative GPA: A GPA of 3.0 or higher demonstrates academic rigor and commitment 9
• Professional Resume or CV: Showcase your qualifications, achievements, and any education-related work experiences. Then, apply to special education teaching positions for which you are qualified 9
• Pass Required Exams: Most states require teachers to take and pass a standardized exam before earning their initial special educator teaching license 9

Field experience and student teaching

Gaining practical experience is one of the best ways to prepare for a career in special education and complement what you learn in a degree program. In fact, most states require you to complete student teaching before you become a certified special education teacher.

Under the supervision of a seasoned educator, you get the chance to teach students in special education programs, get feedback on your teaching strategies, and gain insights into how various technologies are used to support learners.

If you want to expand your knowledge of diverse learning needs and strategies, consider an assistant teaching role in a special education classroom. 7 This can help bridge gaps between classroom theory and actual practice.

Finally, volunteering with programs that serve individuals with disabilities also provides valuable hands-on training. 7

Through these experiences, you will build essential skills, confidence, and empathy, all of which are crucial for success in the field of special education.

Background checks and clearance

School districts seek to hire the most qualified special education teachers, with a demonstrated commitment to child safety and ethical conduct. Background checks enable employers to assess whether job candidates are highly qualified and eligible to work with children.

According to Checkr, every U.S. state has laws mandating criminal background checks for K-12 teachers, while 38 states extend this requirement to other school employees who directly interact with children but without supervision. 10

To gain additional information about job candidates, schools may conduct screenings, such as: 10

• Criminal background check
• Education verification
• Verification of previous employment
• Professional license checks
• Driving record checks

Some states require teachers to undergo background checks every few years to ensure no disqualifying convictions have occurred since their initial pre-employment screening and that any professional licenses remain active. 9 Employers must follow local, state, and federal regulations when conducting these background checks.

Certification exams

Each state has its own guidelines concerning these exams. You can check with your state Board of Education to find the licensing requirements for your state. Many states use the Praxis II exams, which test your knowledge in specific areas.

The special education Praxis II exam tests core knowledge and applications. You have two hours to complete 120 questions that cover the following content categories: 11

• Development and Characteristics of Learners
• Planning and the Learning Environment
• Instruction
• Foundations and Professional Responsibilities

State-specific requirements

Prospective special education teachers must research the specific certification requirements in their state or the state where they plan to teach. They should be sure to research what exams are mandatory, the passing scores needed, and any additional coursework or practical experience requirements.

Besides the Praxis exam, you may have to take tests covering topics related to hearing impairment, American Sign Language, mild to moderate disabilities, or early childhood.

Other state assessments include:

• Content Exams: If you want to work in a high school, you may be required to take exams covering content areas such as English, social studies, or math
• edTPA : The Education Teacher Performance Assessment evaluates a teacher candidate's readiness for the classroom, including planning, instruction, and assessment practices. As of Fall 2017, 18 states have either adopted statewide policies requiring a performance assessment for aspiring teachers or are actively considering such a step 12

After fulfilling certification requirements, you'll be on your way to a fulfilling career as a special education teacher, where you can impact students' lives and help shape the future of education.

Take the first steps toward special education certification

If you’re passionate about inclusive education, you could help alleviate the teacher shortage and ensure that students like Nico Massa receive the high-quality instruction and support services mandated by federal law.

The University of Kansas School of Education and Human Sciences offers top-ranked special education master’s and certificate programs that can help you become the qualified education specialist that each of your students needs. 13

With a committed faculty and progressive curriculum that keeps up with the changing demands of the modern and inclusive classroom, KU’s online master’s is an unmated opportunity that offers tremendous career benefits for those in the field.

Schedule a call with a KU admissions outreach advisor today to learn how joining a KU special education online master’s-level program can help you excel and make a true difference.

• Retrieved on April 18, from www.northcarolinahealthnews.org/2023/01/26/schools-struggle-to-retain-special-ed-teachers-advocates-say-invest-more-in-them/
• Retrieved on April 18, from bls.gov/ooh/education-training-and-library/special-education-teachers.htm
• Retrieved on April 18, from motherjones.com/politics/2023/12/how-americas-broken-promise-to-millions-of-students-became-the-status-quo/
• Retrieved on April 18, from pbs.org/newshour/show/whats-driving-a-special-education-teacher-shortage-and-how-schools-are-responding
• Retrieved on April 18, from iheart.com/podcast/269-how-we-teach-this-141528755/episode/s8e2-demystifying-special-education-with-2023-141528765/
• Retrieved on April 18, from parentcenterhub.org/iep-speceducator/
• Retrieved on April 18, from tealhq.com/certifications/special-education-teacher
• Retrieved on April 18, from naset.org/career-center/inclusive-board-certified-inclusive-education-specialist-bcies-program
• Retrieved on April 18, from masters-in-special-education.com/how-to-become-a-special-education-teacher/
• Retrieved on April 18, from checkr.com/resources/articles/teacher-background-checks
• Retrieved on April 18, from ets.org/content/dam/ets-org/pdfs/praxis/5354.pdf
• Retrieved on April 18, from aacte.org/faq/edtpa/
• Retrieved on April 18, 2024, from usnews.com/education/online-education/education/online-special-education-rankings

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Foreign teachers have the opportunity to teach in accredited primary and secondary schools in the United States.

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• Be working as a teacher in the home country or country of legal residence at the time of application, or, if not working as a teacher, otherwise meet the eligibility qualifications and (a) have recently (within 12 months of application) completed an advanced degree and (b) have two years of full-time teaching experience within the past eight years;
• Have a degree-equivalent to a U.S. bachelor’s degree in either education or the academic subject field in which they intend to teach;
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• Satisfy the standards of the U.S. state in which they will teach;
• Be of good reputation and character;
• Be seeking to enter the United States for the purpose of full-time teaching as a teacher of record at a primary (including pre-kindergarten) or secondary accredited educational institution in the United States (pre-kindergarten teachers must teach full-time, and at the pre-kindergarten level, may teach only language immersion at an accredited host school);
• Possess sufficient proficiency in the English language.

Educational and cultural enrichment : Exchange teachers sharpen their professional skills and participate in cross-cultural activities in schools and communities, and they return to their home school after the exchange to share their experiences and increased knowledge of the United States and the U.S. educational system.

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Special Education Advocate: What They Do and How To Find One

Sometimes it helps to have someone in your corner.

When Laura, a parent in Texas, felt like she was out of options for her middle daughter, who required special education services from her school district, she called a special education advocate. The advocate worked with Laura and, through five multiple-hour meetings, Laura and the advocate got her daughter the accommodation she needed. In this case, it was a dedicated space to go when she was having a hard time. Now, Laura’s daughter is thriving, and she gives the advocate credit for helping her get the support she needed.

As parents navigate the special education process, from initial referral to ensuring that the school is implementing the student’s Individual Education Plan (IEP) correctly, a special education advocate can help. So, what is an advocate? When do you need one? And how do you find a good advocate?

What is a special education advocate?

• What is the difference between an advocate and an attorney?

What does a special education advocate do?

What should i expect from a special education advocate, when should i hire a special education advocate, how do you hire a special education advocate, what questions should you ask a special education advocate.

Special education advocates are, well, advocates that parents hire to help them through the special education process. An advocate, says Maria Giancotti, mom and owner of the Student Advocacy Center of Michigan, is there to help represent parents during the special education process, and to educate and empower parents to advocate for their children. Advocates are often parents of children with disabilities themselves or former special education teachers who have additional training in advocacy, mediation, and special education law.

Special education advocates should have knowledge about:

• Disability categories
• Individual Education Plans (IEPs)
• Behavioral supports and discipline
• Document management and requirements
• Processes and procedures
• Relevant laws, including the Individuals With Disabilities Education Act (IDEA) and state laws

What is the difference between a special education advocate and an attorney?

Both advocates and attorneys support families through the special education process and help navigate disputes. There are important differences, however.

An advocate:

• Helps you review information and participate in meetings
• Gives advice related to your specific case
• Should have special education and advocacy training
• May help during the hearing procedures, depending on the state
• Does not provide legal advice
• Does not have to be licensed or certified

An attorney:

• Is licensed to practice law
• Provides legal advice
• Can represent you if you end up in a hearing in federal or state court

When Shannon Peterson, a parent in Minnesota, hired an advocate, she was tired of dealing with the school when it came to her child’s IEP. The advocate helped Peterson understand the evaluations the school sent home and helped identify her child’s diagnosis of dyslexia. It was also helpful to have someone that felt like an ally. “We’re still fighting,” says Peterson, but the advocate is “in our corner.”

For parents, advocates can provide everything from information about federal and state laws, help reviewing a child’s file, and help during meetings.

Advocates can:

• Dissect evaluations or parts of evaluations
• Explain terminology and clarify information
• Take notes during meetings
• Participate in meetings by asking questions and clarifying
• Provide perspective during the process
• Provide fresh ideas
• Provide advice on legal aspects of the process
• Provide referrals to other resources, like therapists or evaluators

You don’t always need a lawyer—often an advocate can provide the same guidance and support without the fees. Not every problem goes to due process or a hearing. And, says Giancotti, schools are likely more amenable to working with an advocate than a lawyer.

Read more: What Is FAPE?

An advocate has a specific role, and there are some things they can and can’t do. For example, an advocate cannot ensure that your child will get every accommodation you want, or that you will be completely happy with the IEP. They can’t guarantee that there won’t be disagreement with the district. However, after working with an advocate, you should feel confident that you understood what was happening, why, and that the process went the way it should have.

You should expect to feel like the advocate is in your corner and there for your child’s best interest. The advocate should get to know your child and their case personally. Special education is based on the idea that each child is unique and each IEP is individual. So, an advocate should approach each case with a focus on getting to know the individual family and child.

Erica Groblewski, owner of Advocacy for Inclusion in North Carolina, believes that parents reach out to advocates because the special education process is overwhelming. And as they’re in IEP meetings, parents are likely also dealing with a new diagnosis, therapies, medications, and possible discipline concerns, on top of their everyday lives. Advocates, says Groblewski, can help parents make informed decisions. But the IEP meeting isn’t the first time you should think about hiring an advocate.

Some parents wait until there is a problem to get a special education advocate, but you may want to start working with one even when you’re feeling confident that your child’s IEP is a good fit. Having an advocate to explain what’s coming up and prepare for a meeting can be as helpful as having them there during the meeting.

Even in a positive, productive meeting, an advocate can provide moral support and help you feel confident that you responded appropriately to each of the district’s suggestions.

If the meeting does get stressful, which IEP meetings often do, an advocate can help you be the parent, while they are the expert and step in with authority where you might not feel comfortable.

The best way to find a special education advocate is by reaching out to an organization, like the Council of Parent Attorneys and Advocates (COPAA). They have a directory that you can search to find advocates and attorneys in your area. Or you can join Facebook groups for parents of kids with disabilities in your area to connect with other parents and get referrals for advocates.

You’ll want an advocate that you are confident can stand up for your child and is knowledgeable about special education and the law. Someone who can think on their feet in a meeting and is able to be assertive is also important.

Groblewski suggests some questions to ask and what to listen for:

What is your background?

Listen for whether the advocate has sat in various seats at the IEP table. They may have been a parent, teacher, or case manager.

What are your qualifications?

Listen for whether the advocate belongs to a member organization like COPAA or has a certificate that shows they have sought out extra training.

Do you specialize in any areas?

An advocate may have a particular expertise in certain age groups or disability categories.

How will you work with the school team?

Listen for the advocate to describe how they communicate with the entire team, not just you, so they can work through issues during the meeting.

More questions you can ask:

• How long have you been a special education advocate?
• Do you work with attorneys?
• How do you approach working with clients?
• Have you worked on cases similar to my child’s case?
• Have you worked with my child’s school district?
• How will you help me prepare for my child’s meeting?
• How will you keep me informed about my child’s case?
• How much do you charge?
• How will I be billed?
• How are fees determined?
• Where will you hold my child’s records?
• What do you see as my role as a parent?

Also ask for references and reach out to local parent groups to see if anyone has worked with the advocate before you hire them.

You’ll also want to think about how comfortable you are with the advocate. They will know a lot about your family and your child, so make sure you are comfortable working closely with them and trust them to keep information confidential.

What else should you consider?

Find someone who is truly in your corner. Giancotti recommends finding an advocate who aligns with your views. Then it’s easy to align on what’s most important for your child.

Beware of red flags, like an advocate that talks in “edu-speak” that you don’t understand. An advocate should make you feel comfortable from the start. An advocate who talks about “getting” the district is also a red flag.

More Resources

Each state has a parent resource center for parents of kids with disabilities. The Center for Appropriate Dispute Resolution in Special Education has information about the organizations that support parents in each state. You can also reach out to national organizations like:

• Council of Parent Attorneys and Advocates
• Federation for Children With Special Needs
• Wrights Law is an all-purpose website for parents of kids with disabilities. Use their yellow pages to find resources in your state.

Read more: Things Parents Should Never Do in IEP Meetings (And What To Do Instead).  

Do you have insights to share about hiring a special education advocate share in the  we are teachers helpline group on facebook ..

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Special education clash at Supreme Court: Why one dad is asking to record school meetings

Like many parents of a child with a learning disability, Scott Pitta is daunted by school meetings to come up with a teaching plan that accommodates his son’s autism.

There’s the byzantine special education terminology. The large number of participants. The need to take notes and try to follow what’s being said while advocating for his son, J.J.

Underlying that already stressful situation , there are often disagreements about what type of progress is possible, and what kind of help financially strapped schools can really provide.

“The reality is, it’s really the parents fighting for what the child needs ... and the administration pushing back on it,” he said.

In his own case, that fight turned adversarial after his son’s high school, south of Boston, disputed that J.J. needed extra support. Pitta contested the school’s written summaries of previous meetings and wanted to record their next Google Meet video conference.

School officials objected and now Pitta wants the Supreme Court to decide if parents have a constitutional right to record such meetings.

`Very emotional and very volatile'

His case has drawn support from conservative and libertarian groups, who argue that school meetings are similar to traffic stops or police arrests: government action that they believe are covered by a right to record and share information.

In the arena of disabled children's educational rights , which often unites ideological differences, other voices − advocates, teacher organizations, liberal groups − have not weighed in to the Supreme Court. Some point out that the issue Pitta is raising − can he make videos of often emotional meetings with public officials − introduces a lot of “what if” scenarios.

Cheryl Theis, a senior education advocate for the Disability Rights Education and Defense Fund, questions whether that recording would become a public record that the school – and not just the parent – could disseminate as it wishes.  

“I have seen districts retaliate against parents by accusing them of inappropriate behavior or serving them with stay-away orders because of their behavior in ... meetings, which can be very emotional and very volatile,” Theis said.

A `constant fight'

Pitta said his family has been in a “constant fight with the school system” throughout J.J.’s academic life over what’s known as an Individual Education Program − a plan that is required by the nation's education law for children with disabilities. (Pitta's wife, Roxanne, has a doctorate in special education and recognized early that J.J. needed intervention services.)

That fight turned into a legal battle when their school district, in Bridgewater, Massachusetts, said Pitta could audio record, but not video record, their online meeting.

Pitta argued audio alone wouldn’t capture who was speaking. A complete record was needed if Pitta wanted to fight a service denial.

Mary Ellen Sowyrda, the attorney for the school district, told USA TODAY videotaping goes beyond the accommodation of audio recording schools are supposed to offer parents if needed to make the meeting accessible to them.

Speaking generally about the IEP meetings and not about the Pitta case, Sowyrda said school officials may object to a video recording out of concern for how their images could be used and because they don’t want to open the door to possible intimidation tactics.

Most importantly, Sowydra said, the courts that have reviewed this issue said the meetings are not public events so there is no constitutional right to record them.

Aren't school meetings a local issue? Why get the Supreme Court involved?

Pitta argues that people should be able to record any of their interactions with a government official, comparing the accountability provided by a video recording of a school meeting to that of a police officer’s body camera.

“The average, day-to-day person doesn't interact with the police department every day,” he said. “But they'll interact with their local government, their school district several times throughout the year.”

Special education clash: How one student's Supreme Court case could make schools more accountable

About 15% of school-age children have an identified disability and are entitled to an Individual Education Program under the Individuals with Disabilities Education Act.

Schools and parents negotiate IEPs for a wide range of disabilities, including dyslexia, medical issues, mental illnesses, Down syndrome, speech or language impairments and autism.

Monitoring the government with a smartphone

The key question in the case, about whether regular citizens have the right to monitor government officials − in this case, those who work for schools − is an important issue for groups like the Goldwater Institute, which is representing Pitta in his appeal.

The significance of the case goes beyond educational meetings, the groups argue, as virtual meetings have become an ordinary fact of life , and because smartphones allow the average citizen to record public officials at the click of a button.

Advocacy groups for students with learning disabilities have not offered an opinion to the Supreme Court but are keeping an eye on Pitta's appeal.

Anne Strober, a parent who works with the school advocacy firm Weinfeld Education Group, says recordings provide necessary transparency and accountability.

“Sadly, contradictions, falsifications and omissions can be rampant if there is no accountability!” Strober said in an emailed comment to USA TODAY.

Clashes occur over fundamental disagreements between what a parent is expecting and what a school can provide or believes is necessary, said Jacqueline Rodriguez, CEO of the National Center for Learning Disabilities.

But the root issue, she said, is the federal promise of individualized support for students with disabilities is not backed up by the funding.

“The IEP meeting is not the problem,” Rodriguez said. “The problem is education is 1-2% of the federal budget.”

Katy Neas, CEO of the disability advocacy organization The Arc and a former top official at the U.S. Department of Education’s Office of Special Education, said the law can work when there’s a true partnership between both sides.

“When parents and schools can establish that trust relationship, these things don’t have to happen,” she said of disagreements that turn into lawsuits.

A candid conversation − away from the camera

Pitta said he lost trust over what he contends was the school’s inaccurate portrayal about whether his son, J.J., should receive extra, individualized help in high school.

But the judges who have already considered Pitta's case said that lost trust doesn't require teachers to make their arguments on a video recording.

Unlike police officers, the three-judge panel of the U.S. Court of Appeals for the 1st Circuit wrote, school officials aren’t expected to endure the significant burdens caused by citizens’ exercise of their First Amendment rights.

Even if there was a constitutional right to record the meetings, the panel said, the school could place reasonable restrictions if needed, for example, to promote candid conversations.

The Supreme Court, which rejects the vast majority of the thousands of appeals it receives each year and has not asked the school district to respond to Pitta's appeal, could decide this month whether to review that decision.

Too late to help J.J.

Even if the Supreme Court agrees to hear Pitta's case, a victory would come too late to help J.J., who will have graduated by the time a decision is announced.

But Pitta − who has been hearing from other parents about their struggles − said it’s still a fight worth waging.

“A lot of parents are not going to be able to assert their own rights if these school districts can just say, `No, we’re not going to allow that today,’” he said. “We need something from the courts that says, `No, parents have this right.’”

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Bachelor of Arts

Educational Studies Degree

This online, non-licensure educational studies degree prepares you to make a difference .

Do you enjoy finding creative ways to share information with others? Does the career you’re interested in require skills pertaining to education, but not necessarily a teaching license? If this describes you, a bachelor's in educational studies is exactly what you've been looking for.

Put your passion to work with an education studies degree where you can make a meaningful contribution in people's lives as an educator. This online, non-licensure bachelor's education degree program gives you the skills you need to educate and care for diverse learners in a variety of fields.

Based on your career goals and interests, you can choose an educational studies program in a content area that meets your needs while working toward employment in school settings, corporate training, and instructional design—just to name a few! However, these programs do not lead to a teaching license. If you are interested in a degree program that leads to a teaching license, please visit one of our initial licensure programs , or learn the differences between BAES and an initial licensure program . WGU has 10 non-licensure BAES programs for you to choose from: 

• Elementary Education - B.A. Educational Studies
• Elementary and Special Education - B.A. Educational Studies
• Mild to Moderate Special Education - B.A. Educational Studies
• Secondary Biology Science Education - B.A. Educational Studies
• Secondary Chemistry Science Education - B.A. Educational Studies
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• Middle Grades Science Education - B.A. Educational Studies
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• Middle Grade Mathematics Education - B.A. Educational Studies

Time to completion 

Each educational studies emphasis contains different coursework and specialization, resulting in various average completion times. WGU lets you move more quickly through material you already know and advance as soon as you're ready .

Tuition per six-month term is

Do the math and you'll see that you're in control of the cost of your teaching degree. We charge tuition per term instead of per credit. Finish faster, pay less!

On average, students transfer

28 credits*

Your associate degree or previous college credit may waive some courses through transfer. We review your transcripts for transfer credits, helping you accelerate this bachelor's degree in education.

*WGU Internal Data

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Educational Studies Courses

Online courses focused on preparation for unique educational situations and helping you become a better educator..

This online educational studies bachelor's degree program was designed and is regularly updated with input from the experts on our Education Program Council. These experts know exactly what it takes for a graduate to  be a successful educator. 

Some of the courses in your program may be waived through transfer from your previous college experience. The rest you will complete one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. This means that you can finish as many courses as you're able in a term at no additional cost.

You will complete your courses by studying and working independently with instruction and support from WGU faculty. You will be expected to complete a certain amount of coursework each term for on-time progress.

Consult your specific program guide for courses included in your area of emphasis:

Common Courses Across All Emphasis Tracks See Program Guide for Full Course List

General Education & General Science Education

Professional Core

Welcome to Composition: Writing with a Strategy! In this course, you will focus on three main topics: understanding purpose, context, and audience, writing strategies and techniques, and editing and revising. In addition, the first section, will offer review on core elements of the writing process, cross-cultural communication, as well as working with words and common standards and practices. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

In this course you will learn key critical thinking concepts and how to apply them in the analysis and evaluation of reasons and evidence. The course examines the basic components of an argument, the credibility of evidence sources, the impact of bias, and how to construct an argument that provides good support for a claim. The course consists of an introduction and four major sections. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the four competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

Welcome to Introduction to Communication: Connecting with Others! It may seem like common knowledge that communication skills are important, and that communicating with others is inescapable in our everyday lives. While this may appear simplistic, the study of communication is actually complex, dynamic, and multifaceted. Strong communication skills are invaluable to strengthening a multitude of aspects of life. Specifically, this course will focus on communication in the professional setting, and present material from multiple vantage points, including communicating with others in a variety of contexts, across situations, and with diverse populations. Upon completion, you will have a deeper understanding of both your own and others’ communication behaviors, and a toolbox of effective behaviors to enhance your experience in the workplace.

Welcome to Composition: Successful Self-Expression! In this course, you will focus on four main topics: professional writing for a cross-cultural audience, narrowing research topics and questions, researching for content to support a topic, and referencing research sources. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content. You will demonstrate competency through a performance assessment. There is no prerequisite for this course and there is no specific technical knowledge needed.

Mathematics for Elementary Educators I guides preservice elementary teachers in an investigation of number systems, place value, number theory, and ratio and proportion. This is the first course in a three-course sequence.  There are no prerequisites for this course.

This is Introduction to Physical and Human Geography, a three-module course that addresses the question of what geography really is in today's complex world; how migration affects—and has been affected by—geography; and one of the biggest present problems related to geography: climate change. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30–40 hours on the course content.

​This course presents a broad survey of U.S. history from early colonization to the mid-twentieth century. The course explores how historical events and major themes in American history have affected diverse populations, influenced changes in policy an established the American definition of democracy.  This course consists of an introduction and five major sections. Each section includes learning opportunities through reading, images, videos, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check how well you understand the content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30-40 hours on the course content.​ 

This course provides students with an overview of the basic principles and unifying ideas of the physical sciences: physics, chemistry, and earth sciences. Course materials focus on scientific reasoning and practical, everyday applications of physical science concepts to help students integrate conceptual knowledge with practical skills.

This course provides students an introduction to using the scientific method and engaging in scientific research to reach conclusions about the natural world. Students will design and carry out an experiment to investigate a hypothesis by gathering quantitative data. They will also research a specific ecosystem using academic sources and draw conclusions from their findings.

This is a Global Arts and Humanities course that contains three modules with corresponding lessons. This course is an invitation to see the world through the humanities, examine the humanities during the Information Age, and explore the global origins of music—essentially questioning what makes us human, and how people are connected across culture and time. Each module includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check learning. With no prior knowledge or experience, a learner can expect to spend 30-40 hours on the course content.

Mathematics for Elementary Educators II engages preservice elementary school teachers in mathematical practices of algebraic reasoning. This course explores important algebraic topics such as patterns, expressions and equations, linear equations, inequalities, and functions. This is the second course in a three-course sequence. 

American Politics and the U.S. Constitution examines the evolution of representative government in the United States and the changing interpretations of the civil rights and civil liberties protected by the Constitution. This course will give candidates an understanding of the powers of the branches of the federal government, the continual tensions inherent in a federal system, the shifting relationship between state and federal governments, and the interactions between elected officials and the ever-changing electorate. This course will focus on such topics as the role of a free press in a democracy, the impact of changing demographics on American politics, and the debates over and expansion of civil rights. Upon completion of the course, candidates should be able to explain the basic functions of the federal government, describe the forces that shape American policy and politics, and be better prepared to participate in America’s civic institutions. This course has no prerequisite.

Mathematics for Elementary Educators III engages preservice elementary teachers in important concepts in geometry, measurement, data analysis and statistics, and probability. This is the third course in a three-course sequence. 

The School as a Community of Care is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to meet the social and emotional needs of learners, taking into account theories and philosophical perspectives on child and adolescent development and learning. Candidates learn to effectively collaborate with parents, families, caregivers, and other community stakeholders in each child's education, to build a strong foundation for academic and personal success. Emphasis is placed on family engagement as candidates gain knowledge of individual, cultural, and community assets that can be used to facilitate learner growth and development, as well as understand mental health and emotional differences among learners that may necessitate leveraging additional resources to support students' wellbeing. Issues of youth mental health, substance abuse, suicide awareness and prevention, and abuse within families will be addressed as will the importance of parent involvement. Candidates will engage in seven hours of preclinical experiences, which include visual observations of learning environments that involve parents and families in their children's' education while supporting the social and emotional learning (SEL) needs of learners and an interview with an educational professional to explore topics related to parent involvement, youth mental health issues, and professional responsibilities to ensure student wellbeing. Additionally, crosscutting themes of technology and diversity are interwoven for further development.

Educational Foundations is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. The course provides candidates with early classroom experience where they observe multiple school settings at three different levels of schooling and interview an educator to learn how state standards and various legal and ethical issues affect classrooms today. The course also provides candidates with opportunities to gain foundational knowledge about what it means to be a teacher in the current educational context while exploring their future role within the larger landscape of historical and cultural influences. This course ensures candidates have a firm grasp on important issues affecting educators including state standards-based curriculum, legal and ethical requirements affecting educational opportunities, and professionalism, preparing them for subsequent coursework within the Professional Core and their content area major courses. Five preclinical hours are interwoven throughout this course, and cross-cutting themes of technology and diversity are introduced for further development throughout the candidate’s programs.

Educational Psychology and Development of Children and Adolescents is a key component of WGU’s Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to support classroom practices grounded in research-validated principles from the areas of educational psychology and child/adolescent development. Candidates will be introduced to learning theories that equip them with the knowledge and skills necessary to support the diverse populations of students with whom they will interact. This course addresses theories of human development, spanning early childhood through adolescence, and candidates completing this course will be able to explain and analyze the guiding perspectives on linguistic, physical, cognitive, and social development. This course will also cover appropriate instructional and assessment strategies to support student learning and development. Candidates will engage in four hours of virtual classroom observations related to issues in educational psychology and learner development. Cross-cutting themes of technology and diversity are interwoven for further development.

Fundamentals of Diverse Learners is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to consider and address the wide range of learning needs in the classrooms of today. This course teaches candidates to identify and support the needs of diverse populations of learners, including, for example, students with disabilities (Including Dyslexia), students who are English language learners, and students who are gifted and talented. Practical strategies for differentiating instruction while creating a safe, inclusive, and culturally responsive learning environment are explored. This course helps candidates develop skills for partnering with parents and advocating for all students, particularly those impacted by provisions of IDEA and Section 504 of the Rehabilitation Act. Multitiered systems of support are addressed to prepare candidates for their future classrooms as they seek to select appropriate instructional practices and interventions to best serve their students. Candidates will engage in four hours of preclinical experiences that include a simulated teaching experience in which skills learned can be applied. Cross-cutting themes of technology and diversity are interwoven for further development.

Managing Engaging Learning Environments is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to establish and contribute to safe and productive learning environments that support the success of all learners by ensuring student engagement and motivation for learning. Candidates will learn strategies, such as incorporating consistent routines and expectations, to provide positive behavior supports, increase learner motivation, promote active learning and self-direction, and ensure a safe and productive classroom setting that fosters a sense of community through collaborative educational practices. The course will culminate in evidence-based, practical application of current strategies, theories, or philosophical perspectives related to motivating and engaging all students in a learning community. Candidates will engage in seven hours of preclinical experiences that include both virtual observations of classroom settings and time in a simulated classroom environment where theory can be put into practice. Cross-cutting themes of technology and diversity are interwoven for further development.

Introduction to Curriculum, Instruction, and Assessment is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course provides candidates with the knowledge and skills necessary to create engaging and standards-aligned lessons that meet the needs of all learners. Candidates will learn to analyze learner needs based on a variety of inputs, including their state P–12 standards, assessment results, and knowledge of learner differences. This course will help candidates design, deliver, and modify instruction in accordance to needs and educational requirements. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. They also will record a short teaching segment, allowing for authentic teaching experience. Crosscutting themes of technology and diversity are interwoven for continued development.

Assessing Impact on Student Learning is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course equips candidates to evaluate student learning and their own professional practice, ensuring candidates are prepared to ensure all learners' success. In this course, candidates learn multiple methods of assessment to ensure they are able to implement a balanced approach to assessment while monitoring their students’ progress. Assessments types such as formative, summative, standardized, and common assessments are addressed so candidates understand their purposes and can apply them within the context of a lesson to determine impact on learning. Data literacy skills are taught to ensure candidates interpret and analyze individual and classroom data and apply their knowledge in ways that support academic success. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. Cross-cutting themes of technology and diversity are interwoven for further development.

Educational Technology for Teaching and Learning is a key component of WGU's professional core and is a required course for all initial licensure candidates. This course prepares candidates to incorporate technology into their classroom practices in ways that improve teaching and learning. The ISTE standards will form the basis for their practice. The material will teach candidates to critically evaluate software and hardware options that may positively impact the classroom environment, while also increasing their awareness of ethical usage and considerations related to equity, access to technology, and appropriate use of technology by P–12 students. Assistive technologies to meet the needs of a diverse learner population also will be taught in this course. Candidates will engage in three hours of preclinical experience including virtual observations of classroom practices incorporating technology in order to achieve educational goals. Crosscutting themes of technology and diversity are interwoven for further development.

This course is a foundational introduction to the biological sciences. The overarching theories of life from biological research are explored as well as the fundamental concepts and principles of the study of living organisms and their interaction with the environment. Key concepts include how living organisms use and produce energy; how life grows, develops, and reproduces; how life responds to the environment to maintain internal stability; and how life evolves and adapts to the environment.

Number of Courses Varies by Program

The number of courses in your program will depend on the emphasis area you select.

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Lesson Planning: Created effective lesson plans for optimal instrucitonal delivery.
• Teaching: Established positive and meaningful relationships with students, fostering a supportive and inclusive learning environment.
• Classroom Management: Developed and implemented organizational routines and norms for classroom discourse and student work, fostering an environment conducive to effective learning and collaboration.
• Research:  Expertly evaluated research evidence, identifying weaknesses, inconsistencies, biases, and other issues to ensure the reliability of information.
• Writen Communication:  Communicated ideas with clarity and precision through written communication techniques.
• Communication:  Delivered messages through tailored communication methods, ensuring resonance with diverse audiences.

“After completing my degree, my husband also completed his degree at WGU and went back to pursue his master's degree at WGU. It is not unreasonable for our family to say that WGU changed our lives.”

—Amanda Rogers B.A. Elementary Education

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 4 years, minimal acceleration options

As quickly as you can master the material, typically less than 3 years

TRANSFER CREDITS

Few accepted, based on certain schools and specific courses

A generous transfer policy that is based on your specific situation

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online bachelor's degree program at WGU, you join an impressive network of teachers.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

An Affordable  Educational Studies Degree Program

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A College Degree Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused principal preparation program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"Getting my degree from WGU helped me achieve the career I always dreamed of having. It opened doors for me to become a lifelong learner and go to a job everyday that I love!”

—Sarah Hyde M.A. Elementary Education

CAREER OUTLOOK

Earn A Degree in Education Studies Online and Make a Difference

The educational studies degree is a non-licensure program that sets the foundation for teaching in a variety of settings. Often, those who earn a bachelor’s degree in educational studies work as tutors, trainers, community outreach partners, or in any position where they teach others and encourage learning and improvement. In addition, this program can serve as a foundation for future graduate work in fields such as sociology, counseling, or instructional design. While this non-licensure program does not lead to a professional license, it can prepare you to pursue that route later.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Employment in education, training, and library occupations is projected to grow 7% from 2021 to 2031.

—U.S. Bureau of Labor Statistics

Extensive Career Possibilities

Graduating with a degree in educational studies opens the doors to many career possibilities, including:

• Instructional support
• Community outreach
• Education staff (museums, learning centers, etc.) 
• K-12 opportunities that do not require a teaching license

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Bachelor of Educational Studies Admission Requirements

For educational studies programs, there are currently no additional admission requirements beyond the general admission requirements.

NOTE: You do not need to take the ACT or SAT to be admitted to this program.  Learn why we don't require these tests.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

Get added support and flexibility as you start your degree  take a course or two at your pace before committing to a full degree program. strengthen your study habits, gain essential learning skills and, best of all, each completed course counts toward your degree requirements. .

Learn More about Pathways to Starting

More about the B.A. in Educational Studies

• More About This Degree

Does this program lead to a teaching license?

No. The Bachelor of Arts in Educational Studies does not lead to a teaching license. For teaching degrees that lead to licensure, click here.

What is a bachelor’s degree in educational studies?

A bachelor’s degree in educational studies prepares graduates to learn about education for different levels and groups. Our 10 educational studies programs provide general knowledge and skills in areas including special education, science, and math. You can be prepared to become a preschool teacher, a classroom assistant, a tutor, and more.

What can I do with a degree in educational studies?

A degree in educational studies helps you gain education skills that can be used inside or outside of the traditional classroom. Educational studies degree earners may opt to teach daycare, support community outreach efforts, or do private tutoring. Graduates of the educational studies also prepares learners for K-12 settings, including the potential to complete a WGU Master of Arts in Teaching program

How long is a bachelor’s degree in educational studies?

Traditionally, earning a bachelor’s degree in educational studies takes around four years. However, WGU's competency-based education model allows you to accelerate your study and earn your degree more quickly. Many of our students earn their degree in less than two or three years.

Does WGU require transcript submissions of prior college work?

Yes. Transcripts are used by your program mentor to help develop your personalized degree plan. WGU requires that official transcripts of previous academic work completed at other colleges or graduate schools be submitted for evaluation. It is your obligation to request official transcripts from the institutions you have attended when applying for admission. At the present time, we don't require a minimum grade point average (GPA) or SAT/ACT scores for admission.

Do graduate students need to submit transcripts?

Yes. Students applying to a graduate degree program must send bachelor's degree official transcripts verifying their receipt of a bachelor’s degree from a regionally or DETC-accredited institution. The Records and Admissions Departments should receive the official transcripts by the 1st of the month prior to the start of your program. WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

Who reviews my transcripts? How long does it take?

Your official transcripts will be evaluated by a member of the Transcripts Department. The time it takes to review your transcripts and report which subject areas (domains) are cleared will vary. We will inform you via email when your transcripts arrive, and we endeavor to report transfer decisions through your  Enrollment Counselor  within two weeks of that date.

What is the deadline for transcript submission?

Because your mentor will use your transcripts to help develop your personalized Degree Plan, it is important we receive official transcripts directly from all the colleges and universities you have previously attended no later than the 1st of the month prior to your intended start date. WGU will not award transfer credit based upon the work identified by transcripts received after your start date.

Can I submit unofficial copies of transcripts?

If you have questions about your transcripts prior to submission of your official transcripts, you may  contact your Enrollment Counselor  to discuss the Transfer Evaluation Guidelines for your intended degree program.

Can I transfer previously earned college credits to WGU?

Yes. If you’re applying for a bachelor’s degree program and have completed college coursework at another institution, you may have your transcripts evaluated and may be able to have some or all of the requirements for lower-division courses cleared through transfer credits. In some programs, professional certifications may clear additional requirements.

What credit hours can I expect to transfer into WGU?

Many students transfer into a WGU degree program already having accumulated many credit hours or having earned an associate’s degree. Transcripts are evaluated on a course-by-course basis according to the following general guidelines:

• If you hold an Associate of Arts (AA) or Associate of Science (AS) degree from an institution that is recognized as nationally or regionally accredited by the U.S. Department of Education, you should clear all or many of the lower-division requirements for a bachelor’s degree in Business or Information Technology. For Health Professions and Teachers College programs, a course-by-course evaluation is typically required. Only an official transcript evaluation can determine how many requirements you may be able to waive.
• If you earned an Associate of Applied Science (A.A.S.) or other applied associate’s degree, you may be able to clear a significant portion of WGU's lower-division degree requirements.
• If you have completed college courses but have not earned a degree of any type, you may also be able to have some degree requirements cleared through a course-by-course transcript evaluation.
• WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit into the M.S. Nursing and Master of Health Leadership programs will only be considered for new students beginning their program on February 1, 2021, and beyond. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

I have lots of credit hours but don't have a bachelor's or associate's degree. What will transfer?

It depends on how well the courses you’ve already taken match the competencies in the WGU degree program you’re applying for.

Each WGU degree program specifies the competencies you must possess and demonstrate mastery of in order to receive your degree; having accumulated credits isn’t sufficient proof that you have mastered the competencies.

Prior courses must be relevant. If your prior coursework directly matches the requirements for your WGU bachelor’s degree, you may be able to clear one or more required lower-division courses. However, if your coursework was in subject areas that don’t match WGU's degree requirements, the amount of transfer credit you receive may be limited.

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Explore how Microsoft's partnership with Khan Academy is enhancing the future of education with AI innovation and tools for teachers >

• AI in education
• Published Apr 25, 2024

Explore insights from the AI in Education Report

• Content Type
• Higher education
• Education decision makers

The swift rise of generative AI is reshaping how schools approach creation, problem-solving, learning, and communication. Your schools are in a pivotal moment when critical thinking and metacognitive skills are more important than ever as new technology develops.

As we continue to learn, Microsoft believes it is important to share our early findings from our AI in Education Report . In this report, we highlight insights from our research, as well as research from partner organizations.

Key takeaways from the AI in Education Report include:

• Start AI conversations today. There is an urgent need to communicate clearly and openly about AI, increase AI literacy, and create usage guidelines at educational organizations.
• Learn how AI can help. There is a clear opportunity for AI to help educators and administrators lighten workloads, boost productivity, and improve efficiency.
• Explore new ways to learn with AI. Early studies demonstrate the potential of AI to improve educational experiences and learning outcomes.
• Prepare for the workplace of the future. Students need to build people skills and technical capacity to prepare for a world transformed by AI.

Explore the AI in Education Report for resources and recommendations that help represent the opportunities that come with this unique moment.

Start AI conversations today

When you’re getting started with using AI tools, it’s common to begin with figuring out ways to make everyday tasks easier. In education, AI also brings opportunities to provide actionable insights, improve learning outcomes, and make more time for human connection and collaboration. But there are also challenges to navigate and overcome to realize that potential. To better understand the needs and opportunities around AI in education, Microsoft surveyed educators, academic and IT leaders, and students from K-12 schools and higher education institutions about their perceptions, familiarity, uses, and concerns around AI tools.

Sample findings from the survey include:

• 47% of education leaders use AI every day
• 68% of all educators have used AI at least once or twice
• 62% of all students have used AI at least once or twice

Survey results from the AI in Education Report show a comparison of the familiarity and usage of AI between leaders, all educators, and students in school settings. It highlights the significant difference in daily use of AI among these groups.

Despite generally low familiarity with AI, especially among students, it’s noteworthy that respondents from each group are using AI. This widespread adoption underscores the need for clear guidance and practical frameworks to help navigate the complexities of AI in education. Concerns about cheating are prevalent across all groups, including students, further highlighting the importance of establishing transparent and consistent guidance.

Take these next steps to start AI conversations at your school or institution:

• Request that your school or district leaders create clear guidelines and policies and provide professional learning opportunities. Consider sharing the TeachAI Toolkit as a resource.
• Help students learn how to use AI responsibly without compromising their academic integrity by setting clear expectations.

Common ways that generative AI tools are used in schools

AI can enable personalized learning, free up time for educators to focus on what matters most, and help address issues of equity and accessibility . It can also improve operational efficiency, bringing much-needed support to overburdened administrators and IT teams. There is a clear opportunity for AI to help educators and administrators lighten workloads, boost productivity, and improve efficiency.

Among respondents who report using AI, some of the most common tasks they use it for include:

• Leaders  use AI tools mostly to improve efficiency of operational and administrative processes, improve access to resources, support communication with students, and identify opportunities for student improvement.
• Educators  use AI tools mainly to create or update lesson plans, brainstorm new ideas, simplify complex topics, free up their time, and differentiate instruction to address students’ needs.
• Students  use AI tools mostly to summarize information, help them brainstorm, get answers or information quickly, get initial feedback, and improve their writing skills.

Survey results from the AI in Education Report show the widespread use and potential of AI in enhancing learning experiences and outcomes for different roles.

Learn how AI can help your school

Each month, the heaviest Microsoft 365 Education users receive hundreds of emails and chat messages to get things done. AI can enable greater productivity in tasks like lesson planning and curriculum development, which make up 45% of teachers’ responsibilities. That frees up time for educators to do the things only humans can do—like connect with students.

Educational institutions are moving fast when it comes to AI, and they’re seeing significant returns on their investment. However, an IDC study on the opportunity of AI in education found that education leaders feel less prepared for AI-driven change than their peers in other industries.

Education organizations can take these steps to increase preparedness and develop a strategy:

• Establish a guiding committee that defines and steers AI strategy, responsible use policies, governance models, and priorities.
• Prepare for change by building a centralized, cross-functional AI team that can connect AI initiatives to the organization’s existing priorities and create training opportunities.
• Prioritize high-value, low-complexity AI use cases. Start small, collect, and respond to feedback, and plan for scalable and impactful solutions.

To hear more IDC insights from a Microsoft sponsored study, explore the following resources:

• Read Education’s AI Journey Behind the Headlines
• Watch AI’s Impact in Education Extends Far Beyond the Classroom

Explore new ways to learn with AI

Students and educators alike have already made a discovery about the benefits of using generative AI in the classroom, particularly when used as a personalized academic coach that encourages learning and engagement rather than simply giving responses.

Explore these key takeaways from early studies about the potential impact of generative AI on learning:

• In December 2023, Microsoft Research and Harsh Kumar of the University of Toronto discovered that AI-generated explanations enhanced learning compared to solely viewing correct answers. The advantages were most significant for students who first attempted problems independently before receiving assistance.
• A 2023 study by Harvard University and Yale University professors found that AI chatbots can give students in large classes an experience that approximates an ideal one-to-one relationship between educator and student.

One student shared that it “felt like having a personal tutor…I love how AI bots will answer questions without ego and without judgment, generally entertaining even the stupidest of questions without treating them like they’re stupid.”

Take these next steps to explore how AI can support student learning:

• Model and encourage a growth mindset that includes learning, iteration, and curiosity.
• Learn from others and explore educational AI resources.
• Be intentional in your design of new AI experiences. What is your goal and how might AI help you achieve it?

Prepare for the workplace of the future

Workplaces, like classrooms, have been altered by the rise of generative AI tools. As a result, the skills that students need to learn have changed, too.

Important findings about the evolution of workplace skills include that 82% of leaders surveyed for Microsoft’s 2023 Work Trend Index say employees will need new skills to be prepared for the growth of AI. And learning to work alongside AI won’t just be about building technical capacity. It will be necessary to prioritize people skills, and new analytical, emotional, and critical thinking skills. According to the 2023 LinkedIn Future of Work Report , 92% of U.S. executives agree that people skills are more important than ever.

Survey results from Microsoft’s 2023 Work Trend Index show that skills like analytical judgment, flexibility, emotional intelligence, creative evaluation, intellectual curiosity, bias detection and handling, and AI delegation will be essential.

Take these steps to help prepare your students for future-ready skills:

• Teach students metacognitive and human-centered skills including the ability to analyze, understand, and control their own thought processes. You can start by asking students why they agree or disagree with AI-generated content.
• Model using AI tools to spark discussion and explore alternative views instead of only providing answers.

The rapid ascent of generative AI is revolutionizing how schools foster creativity, approach challenges, and enhance learning . Discover insights, resources, and recommendations in our AI in Education Report to seize the potential of this transformative era.

AI in education brings opportunity to life

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