parent interview questions for special education evaluation

Critical Questions for the Parent Interview Part 1 (DDPE Playlist: Module 2)

by Leaders Project | Apr 7, 2015

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In this second module, Cate reviews the critical questions that should be asked of the parent during an evaluation and begins the first part of the interview with Alex’s mother. As evaluators, we should look to the parent in these interviews as the expert in their child’s development, over time and in various contexts, to give us critical information leading to a differential diagnosis.

Research has demonstrated that parent’s provide crucial information regarding their children in distinguishing a disability versus a difference. In this video, Cate reviews the critical questions that should be asked of the parent during an evaluation and begins the interview with Alex’s mother. She reviews family educational level (indicator of socioeconomic status) as well as gets a detailed language history,  including what languages Alex and his family members have been exposed to. Cate also reviews milestones in Alex’s receptive and expressive language development such as first words, utterances, responses, and manner of following directions. Then she gathers information regarding any family history of speech/language and learning disorders, as there are frequently genetic components. However, it’s important to note that especially with bilingual and diverse individuals, there is a high rate of false positives (i.e. individuals misdiagnosed with a disability). She also asks about any recent changes (within the last 6 months) in the family structure that may significantly affect the child’s performance in the evaluation or overall development. Information regarding the child’s current educational environment and any supports he receives is also an important factor to discuss. One of the most important critical questions is the parent’s impression of the child’s language development compared to typical peers (or siblings at that age). Research has demonstrated this to be one of the most effective pieces of information in determining disability (Restrepo, 1998). Research has also demonstrated another important critical question, asking if the child is perceived as clumsy (Goffman, 2010). Children with SLI also tend to have low average motor skills. Towards the end of the video, Cate indicates where all of this information should go in an evaluation.  The parent interview continues in the next module.

Please find related materials here:

Critical Questions Document

Critical Questions in Spanish Document

Identifiers of Predominantly Spanish-Speaking Children with Language Impairment

Speech and Language Milestones 

Find the playlist for the full set of videos in this module series here: 

Differential Diagnosis in Preschool Evaluations: A Case Study (DDPE Playlist)

Find each of the modules from this playlist here:

Module 1: Why an Accurate Differential Diagnosis Matters

Module 2: Critical Questions for the Parent Interview Part 1

Module 3: Critical Questions for the Parent Interview Part 2

Module 4: Academic Language Expressive and Receptive Language

Module 5: Receptive Language Comprehension and Following Directions

Module 6: Eliciting Quality Narratives in Expressive Language

Module 7: Motor Speech, Articulation, and Speech Sound Inventory

Module 8: Dynamic Assessment: Nonword Repetition, Syllable and Sentence Repetition

Module 9: Putting it All Together in the Written Evaluation Report

Module 10: Developing Appropriate Goals for the IEP

Please find research mentioned in this module here:

Dale, P. (1996). Parent report assessment of language and communication. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of Communication and Language: Vol. 6, Communication and Language Intervention Series (pp. 161-182). Baltimore, MD: Brookes Publishing. http://psycnet.apa.org/psycinfo/1996-98864-008

DiDonato Brumbach, A. C., & Goffman, L. (2014). Interaction of language processing and motor skill in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 57(1), 158-171. http://jslhr.pubs.asha.org/article.aspx?articleid=1802583

Gopnik, M. (1997). Language deficits and genetic factors. Trends in Cognitive Science, 1(1), 5-9. http://www.sciencedirect.com/science/article/pii/S136466139701005X

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27(1), 4-9. https://www.aft.org/sites/default/files/periodicals/TheEarlyCatastrophe.pdf

Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.

Zelaznik, H. N., & Goffman, L. (2010). Motor abilities and timing behavior in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53(2), 383-93. http://jslhr.pubs.asha.org/article.aspx?articleid=1781547

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• Apr 14, 2022

The Re-evaluation Question: What Parents Need to Know About Special Education Re-evaluation

Updated: Jan 10, 2023

"Ask the Advocate" is our forum to bring you answers to questions that are timely and important to families of students with disabilities. I will ask Lorraine Hightower, Dyslexia Advocate & Consultant, your top questions and bring her answers to YOU!

Parents have one overriding fear about reevaluation. We hear it from our clients every day and see parents asking about this in online support groups. They want to know, “If my child is re-evaluated, can the school ‘take away’ their IEP?” We will address this question, but let’s start at the beginning…

What is re-evaluation for special education services?

If your child has an IEP (Individualized Education Program) you have already experienced an evaluation conducted by your school district. This initial evaluation was performed because someone (usually a parent or a teacher) expressed concerns about a child’s performance and requested that the child be evaluated to see if they would be eligible for special education services. That evaluation was then used to determine the child’s needs for specially designed instruction and an IEP was put into place.

Simply put, a reevaluation is another evaluation that takes place three years after a child has had an IEP put into place.

A major difference between the initial evaluation and a reevaluation is that school districts are required by the Individuals with Disabilities Education Act (IDEA) to provide a comprehensive reevaluation of the student every three years. You may have also heard people refer to this as a Triennial Evaluation. Unlike the initial evaluation, no one needs to request a reevaluation, it should be done as a matter of course every three years during the implementation of an IEP.

Parents can expect to see the same testing conducted during a reevaluation as during the initial evaluation. Though school districts differ in exactly which assessments they provide, parents can expect to see a full psychological and educational evaluation completed. If your child had any special evaluations done such as Occupational Therapy or Speech and Language, parents should see those evaluations be given again as well. A reevaluation is a deep dive into all of your child’s needs.

Are re-evaluations only done every three years?

While IDEA requires that a student be reevaluated every three years, a student can be reevaluated prior to the three-year mark (but no more than once per year) if a parent or team member requests it. ( Read the IDEA Regulation here. )

To understand why a parent or team might request a reevaluation it is important to understand the purpose of a reevaluation. School districts often tell parents the only reason to do a reevaluation is if they suspect a change in disability, but while that may be one reason to conduct a reevaluation, it certainly isn’t the ONLY reason.

The reasons to conduct a reevaluation are numerous:

1. Determine if the child continues to meet the criteria of “a child with a disability” according to IDEA.

When a student is found eligible for special education services, they are considered a “child with a disability” under one of the IDEA classifications. For example, children with dyslexia are often found eligible for special education under the classification Specific Learning Disability. A reevaluation will help determine if the child still meets the criteria for that classification, or if new needs have arisen and a new classification needs to be considered by the team.

2. Determine if the student continues to require specially designed instruction.

The goal of an IEP is to no longer NEED an IEP. In the very best-case scenario, the services and supports provided by the school have remediated a child to close their achievement gap and they no longer need special education services. During my tenure as an advocate, I have only seen a fully remediated child, who is ready to have an IEP removed, a handful of times. Although a school team may propose the removal of services, they must be able to provide substantial data to prove that the child no longer needs their IEP. Remember, parents are full members of the IEP team with input into every decision made at the IEP table.

3. Determine educational needs.

As an advocate, I would say that this is the most important reason to have a reevaluation conducted. Because data should drive instructional decision-making, it is important to have the crucial data that is gathered during a comprehensive evaluation at least every three years.

Reevaluations allow school teams to look at trend data (comparing results from the first evaluation to the reevaluations) to see what progress has been made and to determine what still needs to be done. More specifically it allows teams to:

Determine the effectiveness of the current services

Make changes to goals to address new or changing needs

Decide upon new or modified services and accommodations

For example, reevaluation for students with dyslexia is critical because teasing out deficits in phonological or orthographic processing can be key to determining appropriate instructional methods. It has been proven that students with dyslexia learn to read when provided with structured, explicit, multisensory instruction. It has also been proven that they will not make the progress necessary to close their achievement gaps if they are taught with a different approach. If, upon reevaluation, a child with dyslexia is found not to be making progress parents would want to ask the team to consider the effectiveness of the services that have been provided. They should also work with the team to ensure that their child receives structured literacy instruction in the future.

I believe in the importance of reevaluation to establish and maintain an appropriate educational program . In most cases, a reevaluation every three years, in addition to the consistent review of meaningful progress data, will provide the team with the information they need to make appropriate educational decisions for your child. However, if special circumstances or new needs arise, do not hesitate to communicate with your school team and request a reevaluation.

Can a school team decide not to conduct a reevaluation?

Yes- a school team can forgo a reevaluation if the parent agrees . The parent must be notified of a school team’s intention not to conduct the mandated reevaluation. That parent must also provide written consent to allow the district to withhold the testing.

If a parent is in disagreement with the school team and would like to have the reevaluation completed, IDEA requires that the school team reevaluate the child . The key thing to remember is not to sign any form that waives your child’s right to a reevaluation. Instead, express your desire for the reevaluation to be conducted “in order to determine educational needs.” I add that phrase in quotes because this is the phrase that I recommend parents use. It is the phrase that is used in the Individuals with Disabilities Education Act Section 300.305 and carries the weight of that regulation.

What are the benefits of having a re-evaluation done? Can school teams rely on performance data (report cards, standardized test scores, work samples, etc.) to make decisions about services instead of getting a re-evaluation?

There are four very real benefits to getting a reevaluation as opposed to using progress data alone to make decisions:

1. A full evaluation is more comprehensive.

It covers a wide range of areas and provides scores that can be compared to national averages and student norms giving school teams a very clear picture of where the child is performing in a variety of areas. A letter grade on a report card cannot be interpreted as clearly or provide the necessary information to show that a child is closing their personal achievement gap.

2. It provides trend data.

Since your child had a complete evaluation prior to the administration of special education services, you can look for a trend of progress, stagnation, or decline in your child’s area of need. While it is our recommendation that all children have a thorough progress monitoring plan that establishes meaningful trend data over every school year, the reality is that for the majority of children this isn’t happening. (We could write another whole blog about progress monitoring!) Therefore, at a minimum, this triennial evaluation will provide some progress monitoring and trend data for the team to consider.

3. You may find new information about your child’s unique needs.

It is common for children with one learning disability to have other conditions that may also affect their educational performance. These other conditions are called comorbidities. For example, many children with dyslexia also have ADHD (Attention-Deficit/Hyperactivity Disorder). In fact, research shows that as many as 30% of students with dyslexia also have ADHD. There is also a correlation between dyslexia and anxiety. A comprehensive reevaluation will allow you to find any new comorbidities that may have arisen since the initial evaluation.

4. Evaluations include recommendations for the team.

When an evaluation is done by a school district psychologist or educational diagnostician, they will prepare a report for the school team. This report should include recommendations for the school team based on the child’s scores. An evaluator may recommend specific accommodations or services that are proven to be effective for children with the areas of need that are shown in the evaluation. This can be very helpful for teams as they decide on appropriate special education services and supports for the child.

While progress data has its place in determining the needs and progress of a special education student, it cannot take the place of a full reevaluation.

Let’s get to that big re-evaluation question. If a child is re-evaluated, can a school district take away their IEP?

Technically, yes- it could happen. If upon reviewing the evaluation, the school district does not see underachievement or a need for the child to continue receiving specially designed instruction, they can propose the removal of services.

Propose is the keyword here because, as I mentioned earlier, parents are full members of the IEP team and their input must be considered in educational decision making. Parents also have consent options that vary from state to state. Additionally, there are procedural safeguards outlined in IDEA and in your state that you can follow. These safeguards have been put in place so that parents have recourse if they disagree with a school team’s decision.

We recommend that parents never give consent for the removal of services unless they are in full agreement. Instead, work creatively with your team to determine the best educational plan for your child. You may want to ask for more data to support the team’s proposal, request a Special Education Director or another supervisor in the district attend your child’s meeting, or follow those procedural safeguards mentioned above. You may also want to ask the team to consider modifications to the goals and services in your child’s IEP, without fully removing them.

Another option is working with the school team to consider creating a 504 Plan for your child. This plan can be appropriate if you agree that your child’s evaluation shows that they no longer need specially designed instruction. However, if your child still has a learning disability and requires accommodations to access the curriculum like their peers, a 504 Plan may be helpful. Please take a look at our blog “ 504 Plan or IEP: What is the Best Plan for Your Child’s Needs . ” It dives into 504 Plans and IEPs to help you determine if a 504 Plan is the best next step for your child.

As we often say, all things in special education must be individualized~ including the decision to have your child reevaluated. However, in my experience, I have found that no matter what state the student resides in, the benefits of having a reevaluation outweigh any risks.

Do you have questions about your dyslexic child’s reevaluation or advocating to get an effective plan in place? Are you ready to see your child learn and thrive in school? If so, we can help! My advocacy practice has helped countless families transform the lives of their children, and create more peace and harmony at home.

While it isn’t always easy, it CAN happen, and we will support you every step of the way. Find out how we can help your family during a complimentary Discovery Call . I would love to talk with you about your child and how we might make a difference for them and your family!

• advice for parents
• special education process

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Introduction

Welcome to NASET's Forms, Tables, Checklists, and Procedures .  This section of our site consists of numerous forms, tables, checklists, and procedures for special educators to use. 

NASET's Forms, Tables, Checklists, and Procedures provides NASET members with a comprehensive resource of materials that can be accessed for practical everyday issues faced by special educators.  Simply click on the main heading of any of the sections below and it will take you to various types of materials to review and potentially use both in and outside of your classroom.

Each Form, Table, Checklist, and Procedure is available as a PDF file for downloading. Some forms are available as a MS Word Document for personal customization and use.

• Adapting the Curriculum

• Adapting the Classroom Environment • Adapting Curriculum Presentation • Adapting Page Set-Up and Devices Used in the Curriculum • Adapting Evaluation Strategies Used in Curriculum

• Assessment Plans/Parent Consent for Evaluation Checklist • Required Members of the Multidisciplinary Assessment Team for an Initial Evaluation-Checklist • Student Behavior During Evaluation-Checklist • Visual Processing Disorder - Checklist • Auditory Processing Disorder - Checklist

• Evaluation Summary Sheet

• Who Administers Specific Tests

• Procedures for Determining the assessment measures for the Diagnosis of Autism • Procedures for Determining the assessment measures for the Diagnosis of Emotional Disturbance • Procedures for Determining the assessment measures for the Diagnosis of Specific Learning Disabilities • Procedures for Determining the assessment measures for the Diagnosis of Intellectual Disability

• Child Development Information

• Dressing Skills-Milestones • Eating Skills-Milestones • Expressive Language-Milestones • Grooming Skills-Milestones • Gross Motor Developmental-Milestones • Indicators of Normal Development • Normal Language Development • Receptive Language-Milestones • Toileting Skills-Milestones

• Child Study Team

• Child Study Team Checklist for Initial Student Review • Child Study Team Pre-Referral Strategies Checklist • IEP Committee Packet Checklist • Obtaining School Records on a Student-Checklist • Student Observation Checklist • Suggested Intervention Options of the Child Study Team Used Prior To Evaluation Form • Structured Student Observation Checklist

• Initial Referral to the MDT from the School Staff • Open Ended Referral Form • Social Developmental History Form • Structured Referral Form • Unstructured Student Observation Checklist

• Classroom Management

• Alternate Learning Activities Checklist • Beginning of School Checklist-Getting to Know Your Students • Learning Styles Classroom Assessment • Mainstreaming Checklist • Multiple Intelligences Inventory • Possible Occupational Therapy Services Checklist • Teacher Checklist of Classroom Characteristics • Writing Disorders Checklist

• Best Practices and Accommodation Procedures for Working with Students with Emotional Disturbance • Developing Behavior Contracts

• Identification of High Risk Students or Special Needs Students

• ADD Checklist • Autism Checklist-General Characteristics • Autism Spectrum Disorder Checklist • Characteristic Checklist of Students with Developmental Delays • Characteristic Checklist of Students with Inellectual Disabilities • Characteristic Checklist of Students with Specific Learning Disabilities • Characteristics of Possible Emotional Disturbance Checklist • High Risk Student Checklist • Potential Suicide Risk in Adolescents Checklist • Pupil Behavior Rating Scale Checklist • That May Indicate Giftedness • Violent Behavior Patterns in Children and Adolescents-Checklist

• Diagnostic Symptoms of Dyscalculia • Symptom Patterns Exhibited by Children and Possible Causes

• Criteria Used to Recommend Modifications • Least Restrictive Environment Continuum

• Sample Complete IEP

• IEP Committee

• Eligibility Criteria Checklist for a Classification of Autism • Eligibility Criteria Checklist for a Classification of  Emotional Disturbance • Eligibility Criteria Checklist for a Classification of Mental Retardation • Eligibility Criteria Checklist for  a Classification of Specific Learning Disabilities • IEP Committee Presentation Packet Checklist-Annual Review • IEP Committee Presentation Packet Checklist-Initial Evaluation on a Child not Previously Classified • IEP Committee Presentation Packet Checklist-Triennial Evaluation • IEP Committee Presentation by the Special Education Teachers as an Educational Evaluator

• IEP Committee Presentation by the Special Education Teacher as a Member of the IEP Committee • IEP Committee Presentation by the Special Education Teacher as Classroom Teacher • IEP Committee Presentation by the Special Education Teacher as Educational Evaluator • Procedural Due Process • Procedures for Changing a Student’s Classification or Placement

• Medical Information

• Anti-anxiety Medications • Anti-depressant Medications • Antipsychotic Medications • Psychostimulants and Sedatives • Degrees of Hearing Impairment • Examples of Typical Sound Intensities • Infectious Diseases-Modes of Transmission

Related Services

• Communication with Related Service provider-Form Letter

• Suspected Abuse and Neglect

• Possible Neglect and Maltreatment Checklist • Possible Physical Abuse Checklist • Possible Sexual Abuse Checklist • Suspected Abuse or Neglect Checklist

• Employment Related Transition Goals • Record Keeping Checklist for Parents During the Transition Process

• Employment Related Transition Goals-Procedures

Working with Parents

• Annual Review Preparation for Parents-Checklist • Parent Intake and Interview Checklist • Reporting Test Results to Parents Checklist

• Initial Contact with Parent at the Beginning of the Year-Form Letter for New Teacher • Initial Contact with Parent at the Beginning of the Year-Form Letter for Returning Teacher

• Working with Staff

• Assistant Teacher/Paraprofessional Job Description Checklist • Teachers Checklist for Substitutes • Substitute Teachers Checklist

• Communication to Classroom Teachers at the Beginning of the School Year- from Resource Room Teacher

• IEP (Individual Education Program)
• Related Services Forms
• Working With Parents

©2024 National Association of Special Education Teachers. All rights reserved

20 Special Education Teacher Interview Questions and Answers

Common Special Education Teacher interview questions, how to answer them, and sample answers from a certified career coach.

Congratulations on your upcoming special education teacher interview! As you prepare for the big day, it’s important to be aware of the types of questions that may come up.

Special education teachers have a unique role in helping students of all abilities reach their full potential. When interviewing for this position, employers will want to know if you have the skills and knowledge necessary to help these students succeed. That means being prepared to answer questions about your qualifications, experience, and teaching methods. Read on to learn more about common special education teacher interview questions—and how to ace them.

• What strategies do you use to create an inclusive learning environment for students with special needs?
• Describe your experience working with parents of children with disabilities.
• How do you assess a student’s individual needs and develop an appropriate Individualized Education Plan (IEP)?
• Explain the importance of collaboration between teachers, administrators, and other professionals when providing services to students with special needs.
• Are you familiar with the latest laws and regulations related to special education?
• What techniques do you use to help students with special needs stay organized and on task?
• How do you handle challenging behaviors in the classroom?
• Describe a time when you had to modify instruction or assessment to meet the needs of a student with a disability.
• What strategies do you use to ensure that all students are engaged in the lesson?
• How do you differentiate instruction to meet the needs of diverse learners?
• How do you collaborate with general education teachers to provide support for students with special needs?
• What is your experience with using assistive technology to support students with disabilities?
• How do you build relationships with students who have difficulty connecting with others?
• Do you have any experience teaching students with autism spectrum disorder?
• How do you handle situations where a student’s IEP goals are not being met?
• What strategies do you use to motivate students with special needs?
• How do you communicate progress updates to parents and guardians?
• What would you do if a parent disagreed with your assessment of their child’s needs?
• How do you keep up with current research and best practices in special education?
• Describe a time when you had to advocate for a student with special needs.

1. What strategies do you use to create an inclusive learning environment for students with special needs?

Special education teachers are responsible for creating a learning environment that is safe and supportive for students with special needs. Interviewers will want to know that you have the strategies and techniques necessary to ensure that all of your students are able to learn and grow to their full potential.

How to Answer:

To answer this question, you should be prepared to discuss the strategies and techniques that you use in your classroom. You can talk about how you create a positive learning environment by fostering respect between students, encouraging open communication, and setting clear expectations for behavior. You can also discuss how you differentiate instruction to meet the needs of all learners and provide accommodations as needed. Finally, you should emphasize the importance of creating an inclusive atmosphere where all students feel safe and respected.

Example: “I believe that creating an inclusive learning environment is essential for the success of all students, but especially those with special needs. I strive to create a positive and supportive classroom atmosphere where all students feel safe and respected. To do this, I foster respect between my students, encourage open communication, and set clear expectations for behavior. I also differentiate instruction to meet the individual needs of my students and provide accommodations as needed. My goal is to ensure that all of my students have the opportunity to learn and grow to their full potential.”

2. Describe your experience working with parents of children with disabilities.

Working with children who have disabilities can be extremely rewarding and challenging, but it also requires a great deal of collaboration and communication with the parents of these students. Interviewers want to know that you understand the importance of building and maintaining relationships with these families and that you have the skills and patience to do so. They also want to get an idea of how you would handle difficult conversations and manage expectations.

Begin your answer by talking about how you create an inclusive learning environment for students with special needs. Explain the strategies and techniques you use, such as differentiated instruction, positive reinforcement, and accommodations, to ensure that all students feel welcome and included in the classroom. Additionally, discuss how you communicate with parents, guardians, and other members of the school community. Emphasize your ability to listen to their concerns and collaborate on solutions that are best for their child. Finally, demonstrate your understanding of the importance of building relationships with families and explain how you go above and beyond to make them feel valued and supported.

Example: “I believe that creating an inclusive learning environment for students with disabilities is essential, and I strive to foster a positive relationship between the school and their families. To do this, I use differentiated instruction and accommodations to ensure that all students have access to the curriculum. Additionally, I make sure to keep parents informed of their child’s progress and any challenges they may be facing in the classroom. I understand how important it is to build strong relationships with these families, so I take the time to listen to their concerns and collaborate on solutions that are best for their child. I also attend parent-teacher conferences and other events to show my commitment to their child’s education.”

3. How do you assess a student’s individual needs and develop an appropriate Individualized Education Plan (IEP)?

An IEP is an important part of a special education teacher’s job. It’s a legal document that outlines the services and support a student with special needs will receive. Knowing how to assess a student’s individual needs and develop an appropriate IEP is a key skill that interviewers will want to see.

Start by talking about the process you use to assess a student’s individual needs. This could include conducting interviews with parents, teachers and other professionals, observing the student in their environment, using assessments like achievement tests or IQ tests, and reviewing any existing records or evaluations. Then talk about how you use this information to develop an IEP that meets the student’s individual needs. Explain how you collaborate with other professionals, ensure all stakeholders are involved, and make sure the plan is tailored to the student. Finally, discuss how you measure progress against the goals outlined in the IEP.

Example: “When assessing a student’s individual needs, I always begin by gathering as much information as possible. This includes conducting interviews with parents, teachers and other professionals, observing the student in their environment, using assessments like achievement tests or IQ tests, and reviewing any existing records or evaluations. Once I have this information, I use it to develop an IEP that meets the student’s individual needs. I make sure all stakeholders are involved, from the student and family to educators and therapists. I also ensure the plan is tailored to the student and regularly measure progress against the goals outlined in the IEP.”

4. Explain the importance of collaboration between teachers, administrators, and other professionals when providing services to students with special needs.

Special education teachers are expected to have a comprehensive understanding of the needs of their students, as well as the way that their services can be supported by other professionals and administrators in the district. By asking this question, the interviewer is trying to assess your knowledge of the importance of collaboration and your ability to work with others to provide students with the best possible learning experience.

You can answer this question by discussing the importance of collaboration in providing effective services to students with special needs. Explain how different professionals, such as psychologists, speech-language pathologists, and administrators, can provide valuable insight that helps create more comprehensive plans for the student’s individualized educational plan (IEP). Talk about how working together allows educators and other professionals to better understand each student’s unique needs and develop strategies to help them reach their goals. Finally, emphasize the importance of communication and collaboration between all parties involved in order to ensure the best possible outcome for the student.

Example: “Collaboration between teachers, administrators and other professionals is essential for providing the best possible services to students with special needs. It’s important that all parties involved work together to gain a comprehensive understanding of each student’s individualized educational plan (IEP). By working together, we can develop strategies tailored to the student’s unique needs which will help them reach their goals more effectively. Communication and collaboration are key in order to ensure that everyone is on the same page and that the student has the best possible chance of success.”

5. Are you familiar with the latest laws and regulations related to special education?

Special education teachers need to keep up with laws and regulations to ensure that their students are receiving the best possible education. Interviewers will ask this question to gauge your knowledge of the subject and to make sure that you’re up to date on any changes. It also shows that you’re committed to ensuring that your students receive the best possible education and that you understand the importance of staying current on the latest laws and regulations.

To answer this question, you should explain that you are familiar with the latest laws and regulations related to special education. You can also mention any courses or seminars that you have taken to stay up to date on changes in the field. Additionally, you may want to discuss how you keep yourself informed of new developments in the field. This could include reading professional journals or staying current on news related to special education.

Example: “Yes, I am very familiar with the latest laws and regulations related to special education. I regularly take courses to stay up to date on changes in the field and also read professional journals and other materials to ensure that I am current on any new developments. Additionally, I attend conferences and seminars that focus on special education topics so I can learn from experts in the field.”

6. What techniques do you use to help students with special needs stay organized and on task?

Special needs students come with their own unique set of challenges, and it’s important to demonstrate you have the skills to handle them. This question will give the interviewer an idea of your organizational skills, as well as how well you understand the needs of special education students. It’s also a good opportunity to discuss any strategies or techniques you use to help students with special needs stay on task and organized.

Start by discussing any strategies you’ve used in the past to help special needs students stay organized and on task. You can talk about how you create visual aids such as checklists and calendars, or use audio reminders to help them remember tasks they need to complete. Additionally, you can discuss how you break down large tasks into smaller, more manageable steps so that it’s easier for them to understand what is expected of them. Finally, be sure to emphasize your ability to provide positive reinforcement when needed and explain how this helps motivate students to stay focused and organized.

Example: “I believe that providing special needs students with the right tools and strategies is essential to helping them stay organized and on task. I use a variety of techniques, such as creating visual aids like checklists and calendars, breaking down tasks into smaller steps, and using audio reminders. Additionally, I always strive to provide positive reinforcement when needed – this helps motivate them to stay focused and organized. I believe these methods are key in helping my students achieve their goals and reach their full potential.”

7. How do you handle challenging behaviors in the classroom?

Working with students who have special needs can present unique and sometimes unpredictable challenges. Your answer to this question will help the interviewer understand how you handle those challenges and how you de-escalate situations. They’ll want to know that you have methods in place to ensure a safe and positive learning environment for all students, and that you can manage challenging behaviors effectively and with compassion.

Start by talking about the strategies you use to prevent challenging situations from occurring in the first place. This could include things like setting clear expectations, providing structure and consistency, using positive reinforcement, and developing relationships with students. Then discuss how you handle a situation when it does arise. Talk about your approach for de-escalation, such as speaking calmly, listening attentively, and offering choices. Finally, explain how you follow up after an incident to ensure that it doesn’t happen again.

Example: “I recognize that challenging behaviors can arise in the classroom, and I’m prepared to handle them with patience and understanding. To prevent situations from occurring in the first place, I set clear expectations for student behavior and provide structure and consistency throughout the day. I also make sure to build strong relationships with my students so they feel comfortable coming to me with any issues or concerns. When a situation does arise, I use a de-escalation approach by speaking calmly, listening attentively, and offering choices. Afterward, I check in with the student and work together to come up with strategies to avoid similar situations in the future.”

8. Describe a time when you had to modify instruction or assessment to meet the needs of a student with a disability.

Working with students with disabilities requires a special set of skills. As a special education teacher, you will need to be able to modify instruction and assessments to meet the needs of each individual student. The interviewer wants to know that you can do this and can provide examples of how you have done it in the past.

Start by talking about a specific student you worked with and how their disability required modifications to instruction. Explain the steps you took to modify the instruction or assessment, such as using visuals, breaking down tasks into smaller chunks, providing verbal cues, or utilizing technology. Finally, explain the results of your efforts—did the student understand the material better? Did they make progress in achieving their goals? Be sure to provide concrete examples that demonstrate your ability to meet the needs of students with disabilities.

Example: “I recently worked with a student with a learning disability who was having difficulty understanding the material in my classroom. To help them, I broke down the tasks into smaller parts and used visuals to illustrate each step. I also provided verbal cues and used technology to help them keep track of their progress. As a result, the student was able to grasp the material better and make progress towards achieving their goals.”

9. What strategies do you use to ensure that all students are engaged in the lesson?

Special education teachers must be familiar with different learning styles and strategies to ensure that all students are able to learn and participate. This question is designed to assess the applicant’s knowledge of the different learning styles and strategies they can use to engage all students in the lesson. It also demonstrates the applicant’s ability to think on their feet and come up with creative solutions to any potential issues.

To answer this question, you should provide specific examples of strategies that you have used in the past. You can also discuss how you adapt your lesson plans to meet the needs of all students and how you use technology or other tools to help engage different types of learners. Additionally, it is important to emphasize that you are open to feedback from students and parents about what works best for them. Finally, talk about how you measure success with each student and how you adjust your teaching style accordingly.

Example: “I use a variety of strategies to ensure that all students are engaged in the lesson. I use visual aids, such as charts, diagrams, and videos, to help engage visual learners. I also use hands-on activities, such as group projects, to help engage kinesthetic learners. I also use technology, such as online discussion boards and video conferencing, to help engage students who may be more comfortable with technology. Additionally, I am always open to feedback from students and parents about what works best for them. I also measure success in each student by tracking their progress and adjusting my teaching style accordingly.”

10. How do you differentiate instruction to meet the needs of diverse learners?

Special education teachers are responsible for creating lesson plans and activities that accommodate the unique needs of each of their students. Interviewers want to understand how you evaluate the strengths and weaknesses of each student, and how you design lessons and activities to best meet their individual learning styles.

Differentiation is an important part of teaching special education, as it allows you to tailor instruction and activities to the individual needs of each student. When answering this question, it’s important to demonstrate your knowledge of how to differentiate instruction. You should explain specific strategies that you have used in the past or plan to use in the future. For example, you could talk about using graphic organizers, providing multiple levels of support for assignments, offering alternative assessment options, or incorporating technology into instruction. Additionally, be sure to emphasize how these strategies will help meet the unique needs of each student.

Example: “I differentiate instruction by first assessing each student’s strengths and weaknesses. I use this information to design lessons and activities that target each student’s individual needs. For example, I create graphic organizers for students who need additional support with comprehension, provide multiple levels of support for assignments to accommodate different levels of ability, offer alternative assessment options to ensure that each student can demonstrate their understanding, and incorporate technology into instruction to engage and motivate my students. I believe that these strategies will help me meet the unique needs of each of my students and ensure that every student reaches their full potential.”

11. How do you collaborate with general education teachers to provide support for students with special needs?

Special education teachers are responsible for providing specialized instruction to students with disabilities, but they often need to collaborate with general education teachers to ensure all students have access to the same learning opportunities. This question allows the interviewer to gauge your ability to work with other educators and your understanding of how to create an inclusive and supportive learning environment.

To answer this question, you should discuss how you have collaborated with general education teachers in the past to provide support for students with special needs. Talk about specific strategies you’ve used, such as team teaching, providing resources and materials to help bridge any gaps between the two curricula, or helping to create an individualized learning plan that meets the student’s unique needs. You can also talk about how you communicate regularly with other educators to ensure everyone is on the same page and working towards a common goal.

Example: “In my current role as a special education teacher, I collaborate regularly with general education teachers to provide support for students with special needs. I’ve found that team teaching is an effective way to ensure that all students have access to the same learning opportunities. I also provide resources and materials to bridge any gaps between the two curricula and create individualized learning plans that meet the student’s unique needs. I stay in close contact with other educators to ensure everyone is on the same page and working towards a common goal.”

12. What is your experience with using assistive technology to support students with disabilities?

Assistive technology can be a great tool to help special education students with disabilities learn, communicate, and be successful in the classroom. The interviewer wants to know that you are knowledgeable about the various types of assistive technology available, and how to use them to best support your students. They also want to make sure you understand the importance of working closely with other professionals and parents to ensure the assistive technology is used effectively.

When answering this question, it is important to demonstrate your knowledge and experience of assistive technology. You should be able to explain the various types of assistive technology available and how they can help students with disabilities in the classroom. Additionally, you should be prepared to discuss any strategies or approaches you have used to integrate assistive technology into instruction. Finally, emphasize your ability to collaborate with other professionals, parents, and students to ensure that the assistive technology is being utilized effectively.

Example: “I have experience working with various types of assistive technology such as text-to-speech software, voice recognition software, and switch access technology. I have also worked with students to develop and implement individualized technology plans to ensure they have the tools they need to be successful in the classroom. I understand the importance of collaborating with other professionals and parents to ensure that the assistive technology is used effectively and ensures the best possible outcomes for the student. I am also familiar with the various laws and regulations related to assistive technology and its use in the classroom.”

13. How do you build relationships with students who have difficulty connecting with others?

Special education teachers need to be adept at establishing trust and rapport with their students. This is especially true for those students who have difficulty connecting with others. The interviewer wants to know that you understand the importance of forming relationships with students, even if it takes extra time and effort, and that you have strategies for doing so.

The best way to answer this question is to provide concrete examples of how you’ve built relationships with students in the past. Talk about specific techniques that you use, such as taking time to get to know each student individually and finding out what interests them. You can also talk about how you create a safe environment for your students by setting clear expectations and boundaries, while still being open and approachable. Lastly, explain how you maintain those relationships over time by checking in regularly and providing support when needed.

Example: “I understand that it can be difficult for some students to connect with others, so I make sure to take the time to get to know each student individually. I find out what their interests are and use that as a way to start a conversation. I also create a safe environment for them by setting clear expectations and boundaries, while still being open and approachable. I make sure to check in with each student regularly and be available for them if they need additional support. I believe that by taking the time to build relationships with my students, I can create a better learning environment for everyone.”

14. Do you have any experience teaching students with autism spectrum disorder?

Autism spectrum disorder is a complex neurological condition that presents differently in every student, and it requires specialized knowledge and training to effectively teach students with autism. The interviewer wants to know if you have the skills and experience necessary to work with this population. Knowing how to use positive behavior supports, create individualized education plans, and collaborate with other professionals are all important skills for a special education teacher to have.

Be honest about your experience teaching students with autism spectrum disorder. If you have direct experience, emphasize the strategies and techniques you used to help them learn and grow. If you don’t have direct experience, discuss any related coursework or training you’ve had that would make you a good candidate for this role. You can also talk about how you are eager to learn more about working with these students and how you plan to stay up-to-date on best practices in special education.

Example: “Yes, I have direct experience teaching students with autism spectrum disorder. I have taken a few courses in special education to better understand the condition and its implications for learning. I have also had the opportunity to observe and assist in a few classrooms with students on the spectrum. I have found that positive reinforcement, clear expectations, and consistency are all essential for helping these students succeed. I am eager to continue learning and growing in this field, and I am confident that I can use my experience to help students with autism reach their potential.”

15. How do you handle situations where a student’s IEP goals are not being met?

This question is designed to assess the ability of a potential hire to work with students with special needs. The abilities and needs of these students can vary greatly, and it is important to have an understanding of how to best meet the individual needs of each student. An interviewer wants to know that the candidate is capable of both recognizing and responding to the needs of students and can work with them to ensure their goals are met.

The best way to answer this question is to provide a specific example of how you have handled a similar situation in the past. Talk about the steps you took to identify and address the issue, such as meeting with the student’s parents or guardians, discussing potential solutions with other teachers, or working with the school’s administration to find resources for the student. Be sure to emphasize your commitment to helping all students reach their goals and that you are willing to go above and beyond to ensure they receive the support they need.

Example: “I understand the importance of ensuring that every student’s IEP goals are met. When I encounter a situation where a student’s goals are not being met, I take a few steps to address the issue. First, I meet with the student’s parents or guardians to discuss any potential barriers to success. Then I consult with other teachers to brainstorm solutions, and if necessary, I reach out to the school’s administration for additional resources or support. My goal is always to create an individualized plan that meets the student’s needs, while also providing them with the support they need to succeed.”

16. What strategies do you use to motivate students with special needs?

Teaching students with special needs can be challenging, as it requires patience, understanding, and the ability to think outside the box. An interviewer will want to know that you have the skills and strategies to motivate students who might not be able to access the same materials or perform at the same level as other students. By asking this question, they can get an idea of how you approach teaching and how you create a supportive environment for all kinds of learners.

To answer this question, you should talk about the strategies and techniques you use to encourage students with special needs. You can mention how you create individualized learning plans for each student that takes into account their unique abilities and challenges. Talk about how you provide positive reinforcement and rewards when they reach milestones or complete tasks. Also discuss how you build relationships with your students so they feel comfortable in the classroom and motivated to learn.

Example: “I believe that all students have the potential to learn, and my goal as a teacher is to create an environment that is supportive and encouraging for all learners. I use a variety of strategies to motivate my students with special needs, such as individualized learning plans, positive reinforcement, and rewards. I also take the time to build relationships with my students so they feel comfortable and encouraged to ask questions and take risks. Additionally, I create a positive classroom environment by emphasizing collaboration and teamwork. Ultimately, I strive to create an atmosphere where all students feel safe and supported, and where they can thrive academically and socially.”

17. How do you communicate progress updates to parents and guardians?

Parents and guardians of special education students need to be kept in the loop on their child’s progress. You’ll need to show that you’re able to provide regular communication in a way that’s both timely and meaningful. This question will help the interviewer understand how you handle this type of communication and how you’re able to provide parents and guardians with the information they need to help their child succeed.

You should come prepared to answer this question with examples of how you have communicated progress updates in the past. Talk about what methods you’ve used such as phone calls, emails, or parent-teacher meetings and how often you provide these updates. You can also talk about any other strategies you use to keep parents informed, such as sending home weekly newsletters or providing regular reports on student performance. Finally, emphasize your commitment to keeping parents up to date on their child’s progress and that you understand the importance of open communication between teachers and families.

Example: “I’m committed to providing parents and guardians with regular updates on their child’s progress. I’ve used a variety of methods in the past such as phone calls, emails, and parent-teacher meetings. I also send out weekly newsletters with updates on student performance, and I’m always available for additional conversations when needed. I understand that effective communication between teachers and families is essential to helping students succeed, and I’m dedicated to providing parents with the information they need to support their children.”

18. What would you do if a parent disagreed with your assessment of their child’s needs?

This question helps the interviewer gauge your ability to handle difficult conversations, especially when it comes to a sensitive topic like a student’s special education needs. It also shows the interviewer how you would handle a situation when you need to communicate the value of your expertise and help the parent see the importance of their child’s needs.

The best way to answer this question is by emphasizing your commitment to open communication and collaboration. Explain that you understand it can be difficult for parents to accept the need for special education services, but that you would strive to keep an open dialogue with them about their child’s needs. Talk about how you would work together with the parent to ensure their child receives the best possible care. Show that you are willing to listen to their concerns and take their feedback into consideration when making decisions about their child’s educational plan.

Example: “I understand that it can be difficult for parents to accept that their child needs special education services, so I would strive to maintain an open dialogue with them. I would work collaboratively with the parent to ensure their child receives the best possible care and listen to their concerns. I would also explain why I believe their child needs special education services and help them understand the value of the services. I would take their feedback into consideration when making decisions about their child’s educational plan and make sure that everyone is on the same page throughout the process.”

19. How do you keep up with current research and best practices in special education?

Special education is an ever-evolving field, and it’s important for teachers to stay up to date on the latest research and best practices for their students. Interviewers want to make sure you’re committed to your craft and prioritizing the well-being of your students. They’ll want to know how you stay informed and make sure your teaching is up to date.

You should talk about the ways you stay informed, such as attending conferences and workshops, reading professional journals, or joining online communities. You can also mention any research projects or initiatives you’ve been a part of that have helped you to stay up to date on current trends in special education. Finally, emphasize your commitment to continuing learning and adapting your teaching methods to best meet the needs of your students.

Example: “I make it a priority to stay up to date on research and best practices in special education. I attend conferences and workshops when I can, and I subscribe to several professional journals in the field. I also stay connected with other educators and researchers through online communities, and I’m always looking for ways to learn more about the latest trends and techniques. Above all, I prioritize the well-being of my students, and I’m committed to continuing to learn and adapt my teaching methods so I can provide the best education possible.”

20. Describe a time when you had to advocate for a student with special needs.

Special education teachers often act as advocates for their students and their families. This question is designed to assess your ability to work with parents, administrators, and other members of the school community to ensure that students with special needs get the supports they need to be successful. It also shows that you understand the importance of advocating for yourself and your students.

Start by talking about a specific situation when you had to advocate for a student with special needs. Describe the circumstances, the people involved, and how you responded. Focus on what made you successful in advocating for the student—did you work collaboratively with other stakeholders? Did you provide evidence or research to support your position? Show that you understand the importance of working together to ensure that students have access to the supports they need.

Example: “I had a student with autism who was struggling to adjust to the classroom environment. In order to help him succeed, I worked closely with his parents to create a plan that included modifications to his classroom schedule and additional supports. I then met with the school principal and other stakeholders to present the plan and advocate for the student. I was able to successfully negotiate the changes, and the student was able to make great strides in his learning. I think it was a great example of how collaboration and advocacy can make a real difference in a student’s education.”

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The 50 Most Asked Special Education Teacher Interview Questions with Answers

Here are the top 10 most asked special education teacher interview questions, along with suggestions on how to respond to each of them so you can nail the interview. 

1. Our special education team uses Individualized Education Plans (IEPs) for each student. How do you approach developing an IEP? 

IEPs are central to any special needs learning environment. Being able to demonstrate an understanding and a familiarity with the IEP process is critical to demonstrating your skills as a special needs educator.

Answer: For the IEP to be of maximum benefit to the student, I believe it should be informed by multiple sources and take into a range of considerations including the student’s academic and non-academic developmental goals, the services available within the school to support the student in meeting these goals, regular parental involvement and feedback, an approach for regularly evaluating the student’s progress, and a mechanism for feeding back to the student in a meaningful and supportive way that he or she can understand.

2. What techniques and strategies do you use to tailor teaching to students with special needs? How do you determine which approaches to use? 

There is no one-size-fits-all approach to teaching, and especially not to special needs teaching. Interviewers asking this question want to understand how you will be responsive to different student needs and how you arrive at the decision of which approaches to use.

Answer: I have worked with students with a range of needs, include Attention Deficit Disorder, speech and language difficulties, as well as emotional and behavioral difficulties. I like to ensure that students are given short-term, measurable objectives that are relevant to their situation and which they understand. These shorter-term objectives must align with longer-term goals articulated in the IEP to ensure consistency in what is expected of the student. For example, for a student with behavioral difficulties who struggles with social skills, I would develop an objective for that student to interact appropriately during a regular classroom group activity, such as a reading circle.

3. We expect our teachers to bring their styles and approaches to curriculum development and classroom instruction. What is your most preferred teaching strategy, and why?

With this question, schools are looking to understand what approaches you find most effective and are most comfortable with. It’s an excellent opportunity to demonstrate your past experience and skills as an educator.

Answer: One of the most powerful teaching tools I have used is to sensory play. I see this as a key teaching strategy that can help students of all ages and abilities engage with different subject areas and benefits both academic and behavioral development. Sensory play is also a technique that I enjoy using because it allows me to be creative and flexible in my teaching approach.

4. Do you have any experience in integrated classroom settings? If so, how do you adapt lesson plans to the needs of special education students? 

As a special needs teacher, you may not always be teaching in a separate classroom. Many schools will want to understand your experience, ability, and willingness to teach in integrated settings.

Answer: I currently teach in an integrated classroom. In this role, I developed a lesson plan for the entire class that was oriented on improving reading levels for all pupils. I then adapted this lesson plan for three special needs students in the classroom. This adaptation involved tailored one-on-one tutoring from classroom aids and instruction that was nested within a group reading activity. This ensured that all students were challenged appropriately to their level, but that the special needs students received the extra support in a way that allowed them to fully participate in the classroom setting.

5. Can you please describe your approach to including parents in the special education process? 

Parents and guardians are key stakeholders in any child’s IEP. This question is your opportunity to demonstrate your understanding that effective communication and involvement with parents are important for student success.

Answer: I see teaching as a process that needs to consider a student’s development both inside and outside of the classroom. While this is important for all students, this is even more critical for students with special needs. Parents play a key role in ensuring that an IEP is appropriate for the needs of their child and that this plan is supported at home. I strive to ensure that parents are part of writing the IEP and are clear about how progress is measured and that they receive regular reporting on their child’s progress. I ensure that a thorough record of interactions and agreements with parents is kept. I also work to foster relationships with parents and ensure that communication is functional and consistent to best serve the needs of the student.

6. Maintaining classroom discipline can be a challenge. How do you do maintain order with special needs students? 

Maintaining an orderly learning environment can be difficult in any classroom setting. This question aims to understand how you handle everything from routine disruptions to more severe behavioral issues.

Answer: I find that setting clear expectations and ground rules for what is and what is not acceptable classroom behavior from the first day is critically important. I work to model acceptable behavior and explain when doing so to reinforce these expectations between myself and the students. I also strive to create a classroom environment where students expect acceptable behavior from one another and hold themselves to account in their interactions as peers. In setting initial ground rules, I like to focus on respect and get students to articulate in their own words or manner what it means to respect one another. Regardless of learning levels, I believe all students can say, draw, or describe how they would like to be treated by others. I also make sure to recognize and reinforce good behavior when it is demonstrated in the classroom.

7. How do you assess your students’ progress?

Tracking student progress is a central part of an IEP. This is an opportunity to showcase your teaching approach as well as your ability to document and communicate students’ progress they learn.

Answer: I have used different assessment techniques over my career, depending on the needs of the individual student. No one assessment works best for all students.  I prefer using multiple intelligence assessments useful for special needs learners as it accounts for a range of aptitudes and avoids making examination a stand-alone event, which can be intimidating to any student.  It also allows students to demonstrate their understanding in ways that apply to them and are less rigid than traditional assessment methods. Finally, the regularity of assessment allows for continual feedback to the students and parents.

8. How do you maintain student motivation to persevere with assignments or skill areas they may find particularly difficult or challenging? 

Maintaining motivation for special needs learners can be incredibly challenging. This question aims to understand how you work through this challenge and build a student’s skills in a feasible manner without deviating from their learning objectives or short-term goals.

Answer: First and foremost, I see positive reinforcement as a key to motivating special needs learners. Ensuring a student receives positive messaging when they have made an effort, even when this effort results in an incorrect answer, is central to ensuring the student does not become demotivated even if they are struggling with a task. I work with the student to show them that the process of getting to a correct answer is just as important as reaching it. Learning how to navigate their way to an answer also helps build student resilience over time and helps them to stay motivated on future tasks that they find difficult or frustrating. I find this is also useful for dealing with students with behavioral difficulties because discussing the process of achievement offers an opportunity to discuss and reward positive behavior in addition to academic progress.

9. What approaches do you take to helping special needs students increase their communication and social interaction? 

All students will have different communication styles and needs. This question gauges how flexible you are to working with various needs and how adaptable your approach is when working with different students.

Answer: I try to encourage and model nonverbal communication as much as possible. I also see parents as important players in reinforcing nonverbal communication techniques with students at home. I have found that nonverbal communication can be an excellent strategy for children with speech and language difficulties and can often resolve anxiety and facilitate social interaction for students who may not otherwise be able to communicate as effectively as their peers. As a teacher, I try to reinforce and explain these nonverbal cues with verbal explanations.

10. What has been the most challenging situation you have faced as a special education teacher? Please describe what you did in this situation. 

With this question, the interviewer is trying to understand not only what experience you’ve had, but how you reflect and assess your past teaching. It aims to understand your awareness of your approach as a teacher.

Answer: The most difficult situation I have faced thus far is working with a student who had multiple special needs. These needs meant that he was not only difficult to teach but was also highly disruptive in a classroom setting. This was an integrated classroom, and I needed to ensure that the student was not only receiving instruction but also engaged with the class. I approached this situation by working to get him involved in tasks he could accomplish that would contribute to the classroom environment. As the student gained positive reinforcement from completing these tasks, it made him feel more integrated into the classroom and helped to deal with most of the behavioral difficulties. For example, I found that getting him to assist with something physical, such as pinning objects on a wall map during a group geography exercise, made him feel part of the class and also got him to work alongside other students. This tactic was also complimented by him receiving one-on-one tutoring from a classroom assistant for other assignments.

Next 40 Most Asked Special Education Teacher Interview Questions 

• Why did you decide to become a special education teacher? If you had the opportunity to do this again, would you still choose to go into special education?
• What do you find most challenging, and what do you find most rewarding about working with students with special requirements? 
• Why is it about this school that prompted you to apply to work here? 
• What types of special needs or disabilities have students had in your previous teaching roles? 
• What age groups have you taught in the past? 
• Please share your views on classroom inclusion, integration, and segregation in relation to special needs students.
• Can you give an example of a time that you have collaborated with a general education teacher? 
• Can you describe a time you disagreed with a decision made by the department or school leadership? What was your response? 
• How would you adapt a lesson plan to ensure the needs of students with diverse special needs were met? 
• What teaching resources do you use to support learning for students with special needs? Can you provide an example of where you have used technology to support learning?
• Can you describe your experience using sensory learning? What approaches do you find have worked well to engage students in the past?
• What are the main aspects required to make a classroom inclusive for special needs students? 
• How do you motivate special needs students and sustain this motivation daily? 
• What approaches have you used to assess the progress of your students? Have you ever changed these techniques for a student based on an experience where the original technique was not working?
• What tools and approaches have you used in the past to help students feel a sense of achievement when they have progressed? 
• If you were to undertake this position, how do you envision your classroom setting and relationships with teaching assistants? 
• What strategies would you use to integrate a student’s special needs into a traditional classroom? 
• How do you teach to the different needs in a classroom where students may have different special needs? 
• What approaches do you use to ensure that special education needs are met in an inclusive classroom setting? 
• What techniques do you use to ensure that each student, regardless of needs, feels included in all classroom activities?
• Please describe any experience you have in preparing special needs students for standardized testing.
• In your opinion, what are the most effective behavioral management approaches when working with special needs students? 
• Can you describe a time when you have worked with a particularly disruptive student? How did you approach this situation, and what was the result?
• What are your views on parent or caregiver involvement in the special education process? 
• Please describe your approach to involving parents in the development and management of an IEP. Can you provide an example of where you have worked with parents or caregivers of special needs students in the past? 
• Can you provide an example of a time when you have worked through a difficulty with a parent of a special needs student? 
• Have you undergone any training on safeguarding for special needs students? 
• Can you please identify what you see as the top three priorities to safeguarding students with special needs?
• As a special education teacher at this school, what steps would you take to ensure that your classroom is a space where students are safeguarded? How would you work with support staff to ensure these steps are implemented?
• What is your view of teaching in a team-teaching setting? Have you ever taught as a team?
• How do you manage the progress reporting, paperwork, and other administrative tasks of special education teaching? 
• Can you please provide examples of how you stay up to date on developments in special education? 
• Are there any needs or disabilities that you will find difficult to work with? If so, what is your willingness to engage with students with such needs, and how would you go about doing so? 
• How do you assess the effectiveness of your teaching both on a day-to-day basis and over the longer term? 
• What recent feedback have you received on your teaching? How have you, or how do you, plan to respond to that feedback? 
• Please describe your approach to student-led learning in a special education setting.
• What are your professional goals as a teacher? What role do you see yourself in five years from now? 
• What area of your teaching would you most like to improve? Do you have any plans to strengthen this area, and if yes, how so? 
• Beyond instruction and teaching techniques, what do you consider to be your greatest strength or area of achievement as a special education specialist? 
• If we were to ask your recent students about your teaching style, how do you think they would describe you?  

10 Best Questions to Ask in a Special Education Teacher Interview 

In addition to answering questions during the interview, it’s also important that you use the interview as an opportunity to understand as much about the environment and expectations you’ll face if you receive a job offer. Here are 10 questions to ask during your special education teacher interview: 

• Is there a set curriculum? If so, what flexibility does this curriculum offer to be tailored to special needs students? 
• What resources are provided by the school or the district to support teachers? 
• Will I be able to incorporate my lessons and materials in this position? 
• Can you tell me a bit about the school and the district that I cannot learn from internet research?  
• What opportunities are offered for continuing education and teacher development? 
• What is the structure and frequency of staff meetings? 
• Can you describe the working relationship between teaching faculty and other school staff, such as support and administrative staff?  
• How long do special education teachers stay at this school, on average? 
• Are there extra duties required of teachers, for example, chaperoning school trips or running extracurricular activities?
• What are the biggest challenges facing the school and the district in the coming year? What are your plans to work through these challenges?

Although an interview may be an intimidating process, it is the best opportunity for you to communicate your passion for special education and all that you bring to the role. Don’t forget that the interview is also a chance for you to assess whether the position and school are the right fit for you. With preparation and a good night’s sleep, you can do this!

Education and Schools in Moscow

This guide was written prior to Russia's 2022 invasion of Ukraine and is therefore not reflective of the current situation. Travel to Russia is currently not advisable due to the area's volatile political situation.

Despite much debate over the education system in Russia, the country has a high literacy rate. The quality of schooling has improved greatly over time, though it is still far from perfect.

There are public, private and international school options for children of school-going age in Moscow. Most expats choose to send their children to international schools. Expat parents often find that the teaching language and the method of instruction in public and private schools are not ideal for non-Russian children.

Entry requirements into schools may differ, so expats are encouraged to contact the schools directly for more information. In general, expats must provide their visa, the child’s birth certificate and any academic records.

The school year in Moscow follows the Northern Hemisphere pattern, with the longest break being in the summer months. The school week is generally Monday to Friday, from 8am or 9am to 2pm or 3pm.

Generally, there are three stages of schooling: primary school with Grades 1 to 4; basic secondary school from Grades 5 through 9; and upper secondary school which goes up to Grade 12.

Public schools in Moscow

Public school education is free to both Russian and foreign citizens. Parents only pay for meals and school uniforms.

The quality of state schools is debatable, and classrooms tend to have many students. The language of instruction in state schools is mainly Russian. This means, especially for older students who do not speak Russian, this option is often not feasible.

Private schools in Moscow

Private schools are less common than state schools. They provide the same Russian curriculum and teach mainly in Russian, but class sizes are smaller. Private schools are not free but are less expensive than international schools. Due to the language barrier, however, the options for expat education in Moscow remain mostly limited to international schools.

International schools in Moscow

Most international schools in Moscow are expensive. Curriculum models range from those that follow American or British teaching systems to ones that combine the Russian curriculum with international curricula. Alternatively, some offer the International Baccalaureate. There are several English-language schools to choose from, as well as schools teaching the German, French and Indian curricula.

Demand for the most prestigious schools can be high, and long waiting lists are to be expected. For this reason, expat parents moving to Moscow should attempt to enrol their children as early as possible.

Special-needs education in Moscow

There are limited schooling options for children with disabilities in Moscow. That said, efforts to develop the school system for those with disabilities are being made to avoid excluding these children. International schools are aiming to improve the possible support they could give. Some schools provide interventions including learning support, occupational therapy and speech programmes to enable students with mild to moderate learning disabilities to continue their education.

Homeschooling in Moscow

Homeschooling is becoming more and more common in Moscow, especially in comparison to the rest of the country. Expat parents must follow certain regulations. One such regulation is that they must enrol their child into a licensed school which acts as a supervising body. In some cases, homeschooled children can get access to resource provisions such as books. The school can also act as the exam centre when children must write formal exams.

Tutors in Moscow

Being such a large city, Moscow has many options for finding tutors. Expat parents will find various online platforms and portals through which they can hire a tutor for their child in Moscow. Tutors will be extremely helpful in assisting expat children with learning Russian, adjusting to their new school environment and curriculum, and getting up to speed in classes.

Further reading

►For a list of schools in Moscow for expats, see  International Schools in Moscow

►For a more in-depth description of the different schooling options available, see Education and Schools in Russia

Expat Interviews "My kids go to the French school. Our experiences have been mixed there. But overall it has met our needs (and price)." Read what Amanda has to say on her children settling into Moscow from her interview .

Are you an expat living in Moscow?

Expat Arrivals is looking for locals to contribute to this guide, and answer forum questions from others planning their move to Moscow. Please contact us if you'd like to contribute.

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