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Special Education Teachers, Preschool Occupation Detailed Description

Special Education Teachers, Preschool career

General Job Description and Education/Training Levels for Special Education Teachers, Preschool

The main tasks and work activities of Special Education Teachers, Preschool are to set up classroom materials or equipment, provide for basic needs of children, encourage students, discuss student progress with parents or guardians. In general, for the Special Education Teachers, Preschool, speaking, active Listening, social Perceptiveness, critical Thinking and other 15 skills are required.
Special Education Teachers, Preschool Job Description
EducationMost of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).
Related ExperienceExtensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.
Job TrainingEmployees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.
ExampleThese occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include pharmacists, lawyers, astronomers, biologists, clergy, neurologists, and veterinarians.
The following chart shows the education/training levels for Special Education Teachers, Preschool jobs.
Less than a High School Diploma
0.00%
High School Diploma (or the equivalent)
0.00%
Post-Secondary Certificate
0.00%
Some College Courses
1.44%
Associate's Degree (or other 2-year degree)
3.00%
Bachelor's Degree and Above
95.56%

Tasks and Work Activities of Special Education Teachers, Preschool

  • Arrange indoor or outdoor space to facilitate creative play, motor-skill activities, or safety.
  • Attend to children's basic needs by feeding them, dressing them, or changing their diapers.
  • Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.
  • Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.
  • Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.
  • Develop or implement strategies to meet the needs of students with a variety of disabilities.
  • Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
  • Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.
  • Establish and communicate clear objectives for all lessons, units, and projects to students, parents, or guardians.
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
  • Modify the general preschool curriculum for special-needs students.
  • Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
  • Observe and evaluate students' performance, behavior, social development, and physical health.
  • Organize and supervise games or other recreational activities to promote physical, mental, or social development.
  • Plan and supervise experiential learning activities, such as class projects, field trips, or demonstrations.
  • Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
  • Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or requirements.
  • Present information in audio-visual or interactive formats, using computers, television, audio-visual aids, or other equipment, materials, or technologies.
  • Read books to entire classes or to small groups.
  • Getting InformationObserving, receiving, and otherwise obtaining information from all relevant sources.
  • Assisting and Caring for OthersProviding personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Communicating with Supervisors, Peers, or SubordinatesProviding information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Documenting/Recording InformationEntering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Establishing and Maintaining Interpersonal RelationshipsDeveloping constructive and cooperative working relationships with others, and maintaining them over time.
  • Training and Teaching OthersIdentifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Organizing, Planning, and Prioritizing WorkDeveloping specific goals and plans to prioritize, organize, and accomplish your work.
  • Interacting With ComputersUsing computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Developing Objectives and StrategiesEstablishing long-range objectives and specifying the strategies and actions to achieve them.
  • Evaluating Information to Determine Compliance with StandardsUsing relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Set up classroom materials or equipment.
  • Provide for basic needs of children.
  • Encourage students.
  • Discuss student progress with parents or guardians.
  • Discuss problems or issues with supervisors.
  • Develop strategies or programs for students with special needs.
  • Develop instructional objectives.
  • Establish rules or policies governing student behavior.
  • Teach others to use technology or equipment.
  • Monitor student performance.
  • Modify teaching methods or materials to accommodate student needs.
  • Direct activities of subordinates.
  • Evaluate student work.
  • Monitor student behavior, social development, or health.
  • Plan educational activities.
  • Plan experiential learning activities.
  • Develop instructional materials.
  • Create technology-based learning materials.
  • Read to students.
  • Teach life skills.

Skills and Abilities for Special Education Teachers, Preschool

  • SpeakingTalking to others to convey information effectively.
  • Active ListeningGiving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Social PerceptivenessBeing aware of others' reactions and understanding why they react as they do.
  • Critical ThinkingUsing logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Reading ComprehensionUnderstanding written sentences and paragraphs in work related documents.
  • MonitoringMonitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Learning StrategiesSelecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • WritingCommunicating effectively in writing as appropriate for the needs of the audience.
  • Active LearningUnderstanding the implications of new information for both current and future problem-solving and decision-making.
  • Service OrientationActively looking for ways to help people.
  • InstructingTeaching others how to do something.
  • Judgment and Decision MakingConsidering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Complex Problem SolvingIdentifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • CoordinationAdjusting actions in relation to others' actions.
  • Time ManagementManaging one's own time and the time of others.
  • Systems EvaluationIdentifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
  • Systems AnalysisDetermining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
  • PersuasionPersuading others to change their minds or behavior.
  • Oral ExpressionThe ability to communicate information and ideas in speaking so others will understand.
  • Problem SensitivityThe ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Speech ClarityThe ability to speak clearly so others can understand you.
  • Written ComprehensionThe ability to read and understand information and ideas presented in writing.
  • Oral ComprehensionThe ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Deductive ReasoningThe ability to apply general rules to specific problems to produce answers that make sense.
  • Inductive ReasoningThe ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Written ExpressionThe ability to communicate information and ideas in writing so others will understand.
  • Speech RecognitionThe ability to identify and understand the speech of another person.
  • Information OrderingThe ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Near VisionThe ability to see details at close range (within a few feet of the observer).
  • Selective AttentionThe ability to concentrate on a task over a period of time without being distracted.
  • Fluency of IdeasThe ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Time SharingThe ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
  • Category FlexibilityThe ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Handicraft tools or materials or equipment for the physically challengede.g. Adaptive paint brushes
  • Handicraft tools or materials or equipment for the physically challengede.g. Adaptive scissors
  • Cutlery or utensils for the physically challengede.g. Adaptive utensils
  • Keyboardse.g. Alternative computer keyboards
  • Braille devices for the physically challengede.g. Braille writers
  • Canes or cane accessoriese.g. Canes
  • Letter or symbol boards for the physically challengede.g. Communication boards
  • Letter or symbol boards for the physically challengede.g. Communication symbol sets
  • Laser printerse.g. Computer laser printers
  • Desktop computerse.g. Desktop computers
  • Digital voice recorderse.g. Digital audio recorders
  • Digital video disk players or recorderse.g. Digital video disk DVD players
  • Board gamese.g. Educational board games
  • Puzzlese.g. Educational puzzles
  • Emergency medical services first aid kitse.g. Emergency first aid kits
  • Letter or symbol boards for the physically challengede.g. Eye gaze communication boards
  • Game pads or joy stickse.g. Head operated joysticks
  • Hearing aids for the physically challengede.g. Hearing aid devices
  • Touch screen monitorse.g. Interactive whiteboards
  • Adaptive communication switches for the physically challengede.g. Jellybean switches
  • English LanguageKnowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Education and TrainingKnowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • PsychologyKnowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
  • Public Safety and SecurityKnowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
  • Therapy and CounselingKnowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
  • Computers and ElectronicsKnowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
  • ClericalKnowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
  • Customer and Personal ServiceKnowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.