Education

To Become Special Education Teacher (Special classes for students with difficulties) in Ontario: Salary, Training, and Career Outlook.

by Occupations.ca Team
11 min read

Have you ever imagined leading a small classroom where each student learns in a different way—and you tailor the program to help them succeed? If you are patient, creative, and committed to equity, becoming a Special Education Teacher in Ontario could be a meaningful path for you. In this role, you teach in special classes for students with learning, behavioural, intellectual, communication, physical, or multiple exceptionalities, and you advocate for their right to a fair, accessible education.

Job Description

Special Education Teachers in Ontario design and deliver programs for students who have identified or suspected special education needs, often in small, specialized classes. You work closely with families, educational assistants, psychologists, speech-language pathologists, social workers, and other educators to implement Individual Education Plans (IEPs) and meet students’ goals.

You may teach in:

  • Elementary or secondary schools (English public, English Catholic, French public, French Catholic boards)
  • Section 23/Education and Community Partnership Programs (ECPP) in Hospital or treatment settings
  • Specialized provincial demonstration schools or private/independent schools

Ontario’s approach is guided by provincial policy. You will use the Ministry’s resources and rules, including:

Daily work activities

In special classes, you typically serve a small group and often lead a team that includes educational assistants (EAs). Your day includes Teaching, individualized Support, data tracking, and collaboration.

You will:

  • Teach Ontario curriculum or alternative expectations adapted to each student
  • Write and implement IEPs, and participate in IPRC meetings
  • Use evidence-based strategies (e.g., structured literacy, direct Instruction, ABA-based strategies, social skills Training)
  • Integrate assistive technology and augmentative/alternative communication (AAC) when appropriate
  • Monitor progress, collect data, and adjust interventions
  • Coach students in self-regulation, executive functioning, and communication
  • Collaborate with families and community agencies
  • Complete Safety planning and de-escalation procedures when needed
  • Maintain detailed documentation and meet reporting timelines

IEPs must be created within 30 school days of a student’s placement in a special education program, and progress is reviewed regularly. The school year calendar is set by the province: https://www.ontario.ca/page/school-year-calendar

Main tasks (bullet points)

  • Develop, implement, and evaluate IEPs with measurable goals
  • Deliver explicit, differentiated instruction and targeted interventions
  • Adapt curriculum and create alternative programs (e.g., life skills, communication)
  • Conduct ongoing assessment for learning; track data and report progress
  • Coordinate with EAs and itinerant specialists; lead team meetings
  • Prepare for and participate in IPRC and case conferences
  • Plan and implement behaviour supports and safety plans
  • Select and use assistive technology and specialized resources
  • Communicate frequently with parents/guardians and caregivers
  • Document services, accommodations, and transition plans (PPM 156)
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Required Education

To teach in Ontario’s publicly funded schools, you must be certified by the Ontario College of Teachers (OCT). See details: https://www.oct.ca/becoming-a-teacher

Diplomas and credentials

  • Bachelor’s Degree:
    • Typically a three- or four-year undergraduate degree in any discipline.
  • Initial Teacher Education:
    • A two-year Bachelor of Education (B.Ed.) or an approved equivalent initial teacher education program. Some universities offer a different credential (e.g., Master of Teaching at OISE/University of Toronto) that leads to OCT certification.
  • OCT Certificate:
    • After completing initial teacher education, you apply for OCT Certificate of Qualification and Registration, which is required to teach in publicly funded schools in Ontario.
  • Additional Qualifications (AQs) in Special Education:

Optional/related pathways (not sufficient on their own to become a teacher):

  • College Diploma (e.g., Educational Support, Developmental Services Worker, Child and Youth Care): helps you work as an Educational Assistant or in related roles, and gives you experience before or during teacher training. It does not replace a B.Ed./OCT certification.

Length of studies

  • Undergraduate degree: 3–4 years
  • Initial teacher education (consecutive): 2 years (minimum 4 academic semesters with at least 80 days of practicum, per Ontario requirements)
  • Concurrent programs (undergrad + education): typically 5 years total
  • Additional Qualifications (Special Education Parts 1–Specialist): usually 3 separate courses, which you can complete while working

Ontario program requirements overview: https://www.oct.ca/becoming-a-teacher

Where to study? (Ontario)

Initial Teacher Education (B.Ed. or equivalent leading to OCT certification):

Special Education Additional Qualifications (examples of reputable Ontario providers):

Tip: Search OCT-approved AQ providers: https://members.oct.ca/publicapp/aq.aspx

Salary and Working Conditions

Salary

Special Education Teachers are paid on the same salary grids as other teachers in their board, with adjustments based on your category (as evaluated by QECO for most boards: https://qeco.on.ca/) and years of experience. Additional qualifications and degrees can move you to a higher category.

Typical wage information (Ontario-wide):

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As a general guide in Ontario boards:

  • Entry-level (Category A3/A4 with 0 years on grid): often in the range of approximately $50,000–$60,000 annually, depending on the board and qualifications.
  • Experienced (top of grid): often rises to approximately $95,000–$110,000+ annually.

Always check the specific board’s collective agreement for the current grid.

Benefits:

  • Most publicly funded board positions include extended health and dental benefits, paid sick leave, and membership in the Ontario Teachers’ Pension Plan (OTPP): https://www.otpp.com/en-ca/

Working conditions

Job outlook

Demand varies by region and qualification. In recent years, Ontario has seen stronger hiring, with consistent need for:

  • French-language and French as a Second Language teachers
  • Northern and rural regions
  • Special education, math, and technology subjects

See official labour market outlook:

For trends in teacher hiring, review the Ontario College of Teachers’ Transition to Teaching reports: https://www.oct.ca/teacher-resources/surveys/transition-to-teaching

Key Skills

Soft skills

  • Patience and empathy: you support students who learn and communicate differently.
  • Collaboration: you coordinate with EAs, clinicians, and families.
  • Cultural humility and equity mindset: you reduce barriers for students from diverse backgrounds, including Indigenous, Black, newcomer, and neurodivergent students.
  • Communication: clear, respectful, and frequent updates to caregivers and teams.
  • Problem-solving: you analyze data and adjust interventions.
  • Resilience and self-care: special classes can be emotionally and physically demanding.

Hard skills

  • IEP development and implementation aligned with Ontario policy.
  • Assessment for learning: progress monitoring, running records, curriculum-based measures.
  • Evidence-based instruction: structured literacy, explicit math instruction, social communication strategies.
  • ABA-informed strategies (per PPM 140), visual supports, task analysis, reinforcement systems.
  • Behaviour support and safety planning: functional thinking, de-escalation, data collection.
  • Assistive technology: text-to-speech, speech-to-text, word prediction, alternative access tools; familiarity with SEA-funded equipment processes.
  • AAC basics (e.g., core boards, PECS, speech-generating devices) in collaboration with SLPs.
  • Legal and policy literacy: IPRC processes, accommodation vs. modification, transition planning (PPM 156).
  • Team leadership: coordinating EAs and Scheduling support across the day.

Advantages and Disadvantages

Advantages:

  • High impact: you change lives and open doors to independence and inclusion.
  • Smaller classes with strong team support.
  • Unionized roles, strong pension (OTPP), and comprehensive benefits.
  • Professional growth: funded AQs, leadership roles (e.g., Special Education Consultant, Coordinator).
  • Variety: opportunities in elementary, secondary, ECPP, and transition-to-work programs.

Disadvantages:

  • Paperwork and timelines: IEPs, data, and reports add to workload.
  • Behavioural and safety challenges: risk of injury; need for ongoing training and vigilance.
  • Emotional load: complex family, health, and social situations.
  • Scheduling demands: frequent meetings, collaboration time, and crisis response.
  • Competition in some regions: urban boards can be competitive; northern boards may have more openings.
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Expert Opinion

If you want to teach special classes for students with difficulties in Ontario, plan your path early. Choose an undergraduate degree that builds literacy, numeracy, Psychology, or disability studies knowledge. During your teacher education program, ask for practicum placements in special education classrooms (e.g., autism programs, developmental disability classes, intensive support). These placements matter when boards screen for special education roles.

Complete Special Education Part 1 as soon as you can. Many principals look for it when staffing special classes, and it signals your commitment to the field. If you already have experience as an Educational Assistant or in community agencies (e.g., developmental services, mental health), highlight it—principals value hands-on experience with behaviour support, AAC, and assistive technology.

Network in your board’s special education department. Volunteer for IEP committees, join professional learning on structured literacy and math interventions, and learn the local processes for SEA (Special Equipment Amount) and referrals. Build a portfolio with anonymized IEP samples, data trackers, transition plans, and photos of adapted materials. Keep up with current Ontario direction, including the Right to Read recommendations, and be ready to speak about how you apply them in your classroom.

Finally, take care of yourself. Use your union and board supports, debrief after tough incidents, and maintain boundaries. The job is demanding, but when you see a student communicate with a new device or read their first book, you’ll know exactly why your work matters.

FAQ

Do I need Special Education Part 1 to be assigned to a special education class?

Each board sets staffing expectations, but many Ontario boards require or strongly prefer Special Education Part 1 for special education assignments, especially self-contained or intensive support classes. Parts 2 and Specialist are assets for competitive postings and leadership roles. Check your local collective agreement and board staffing memo.

I’m internationally educated. How do I qualify to teach special education in Ontario?

You must be certified by the Ontario College of Teachers (OCT). The OCT will assess your teacher education, supervised practicum, and language proficiency. If you receive certification, you can then take Ontario Additional Qualifications (e.g., Special Education Part 1). Start here: https://www.oct.ca/becoming-a-teacher

What’s the difference between a resource teacher and a special education classroom teacher?

A special education classroom teacher teaches a small, specialized class of students with IEPs (often self-contained). A resource or SERT (Special Education Resource Teacher) supports students with IEPs in regular classes, provides small-group pull-out, writes IEPs, conducts assessments, and coaches classroom teachers. Both roles require strong IEP and collaboration skills; self-contained classes often require more intensive programming, behaviour support, and team leadership.

Will I be expected to use restraint?

Ontario emphasizes de-escalation and safety planning. Physical restraint is a last resort for imminent risk of harm and must follow board policy and training. Many boards provide crisis-prevention training. You will document incidents, review safety plans, and work with administrators and clinical staff to reduce future risk.

Can I move from being an Educational Assistant (EA) to a Special Education Teacher?

Yes. Many Ontario Special Education Teachers began as EAs, Developmental Services Workers, or Child and Youth Care practitioners. To become a teacher, you still need an undergraduate degree, complete Ontario’s initial teacher education (B.Ed. or equivalent), and obtain OCT certification. Your EA experience can be a strong advantage when applying to special education positions.

Links to key resources

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