Find & Apply For Special Education Teacher Jobs In Richmond, North Carolina
Special Education Teacher jobs in Richmond, North Carolina require providing specialized instruction to students with disabilities, developing Individualized Education Programs (IEPs), collaborating with parents and other educators, and implementing behavior management techniques. Teachers must possess a valid teaching license and a bachelor's degree in Special Education or a related field. Below you can find different Special Education Teacher positions in Richmond, North Carolina.
Jobs in Richmond
Browse jobs from a variety of sources below, sorted with the most recently published, nearest to the top. Click the title to view more information and apply online.
Latest Jobs in Richmond
Salary Information & Job Trends In this Region
Special Education Teachers in Richmond, North Carolina support students with disabilities through specialized instruction and support. - Entry-level Special Education Teacher salaries range from $40,000 to $50,000 per year - Mid-career Special Education Teacher salaries range from $50,000 to $65,000 per year - Senior Special Education Teacher salaries range from $65,000 to $80,000 per year The history of special education in Richmond, North Carolina dates back to the mid-20th century when legislation was passed to provide equal educational opportunities for students with disabilities. Over the years, specialized programs and services have been developed to meet the unique needs of these students. The evolution of special education in Richmond has seen a shift towards inclusive practices, individualized education plans (IEPs), and a focus on creating a supportive and nurturing learning environment for students with disabilities. Teachers now work collaboratively with parents, administrators, and other professionals to ensure the success of all students. Current trends in special education in Richmond, North Carolina include a greater emphasis on differentiated instruction, assistive technology, and inclusive classroom practices. There is also a growing recognition of the importance of social-emotional learning and the need for teachers to address the holistic needs of their students.
