2025年の特別支援教育教師向け職務経歴書サンプル&テンプレート

2034年まで年間約37,800件の求人が見込まれ、米国の学校の21%が少なくとも1つの特別支援教育の空きポジションを報告しているなか、フォーカスされたよく構成された職務経歴書を提示する候補者は、国内で最も慢性的に人員不足の教育専門分野の1つで測定可能な優位性を持ちます。米国労働統計局(BLS)は特別支援教育教師の年収中央値を全学年で$64,270と報告しており、ニューヨーク($94,000)やカリフォルニア($89,560)などの高給与州では、学区レベルの補助金と手当で経験豊富な教育者を6桁を超えて押し上げています。

このガイドでは、キャリアのあらゆる段階の特別支援教育教師向けに、3つの完全な適応可能な職務経歴書サンプルを、ATSキーワードリスト、プロフェッショナルサマリーテンプレート、公立学区やチャータースクールネットワークの実際の採用パターンに基づいたセクションごとのフォーマットアドバイスとともに提供します。

目次

1. この役割が重要な理由
2. エントリーレベル 特別支援教育教師の職務経歴書サンプル
3. ミッドキャリア 特別支援教育教師の職務経歴書サンプル
4. シニア 特別支援教育教師の職務経歴書サンプル
5. 主要スキル&ATSキーワード
6. プロフェッショナルサマリーの例
7. よくある誤り
8. ATS最適化のヒント
9. よくある質問
10. 引用・出典

この役割が重要な理由

特別支援教育は単なる教育専門分野ではなく、米国の公教育における公平なアクセスの法的背骨です。Individuals with Disabilities Education Act (IDEA)は、すべての対象となる子供に無償適切公教育(FAPE)を保証しており、特別支援教育教師は個別教育計画(IEP)、行動介入、協力的なサービス提供を通じてその約束を果たす責任を負う専門家です。

ニーズの規模は驚異的です。Learning Policy Instituteの2025年全国スキャンによれば、少なくとも411,549の教職ポジションが全国で空席または、担当に完全に認定されていない教育者によって埋められていました — 全教職ポジションの約8分の1です。特別支援教育は、州教育機関が報告する最も一般的な不足分野として一貫してランク付けされています。2022-23学年度中、学校の55%が特別支援教育教師ポジションを埋めるのが難しいと報告し、National Association of State Boards of Education (NASBE)は、弱まった教師パイプラインと高い離職率を2つの主要な原動力として特定しています。

候補者にとって、この不足は機会を生み出します。学区は$2,000〜$10,000のサインオンボーナス、ローン免除プログラム、特別支援教育教師を引きつけるための迅速な代替認定パスを提供しています。KIPPのようなネットワークは、修士号と高需要分野(特別支援教育を含む)の認定を持つ教育者に追加の手当を提供します。この分野は2024年時点で約559,500の職を保持しており、代替主導の需要は、全体的な雇用予測が2034年までのささやかな1%の減少を示しても、一貫した採用を保証します。

あなたの職務経歴書は、教室管理スキル以上のものを実証する必要があります。採用委員会 — 特にFrontline Education、PowerSchool Unified Talent、TalentEdのようなATSを使用する学区 — は、IEPコンプライアンスの専門知識、データ駆動型の進捗モニタリングの証拠、特定の障害分野の経験(自閉症スペクトラム障害、情緒行動障害、特定学習障害)、関連サービスプロバイダーとの協力を求めてスキャンしています。

エントリーレベル 特別支援教育教師の職務経歴書サンプル

SARAH M. CHEN Denver, CO 80220 | (720) 555-0148 | [email protected] | linkedin.com/in/sarahchen-sped

Professional Summary

Special education teacher with Colorado Initial License and 2 years of classroom experience serving students with autism spectrum disorder and specific learning disabilities across grades K-5. Managed a caseload of 18 IEPs with 100% compliance on annual review timelines at KIPP Colorado Public Schools. Trained in Applied Behavior Analysis (ABA) strategies and Crisis Prevention Intervention (CPI), with demonstrated ability to reduce behavioral incidents by 34% through structured positive behavior support plans.

Education

Master of Arts in Special Education University of Colorado Denver — Denver, CO | May 2023

• GPA: 3.87/4.0; Dean's List, 5 semesters
• Concentration: Autism Spectrum Disorders
• Capstone: "Peer-Mediated Intervention Outcomes for Students with ASD in Inclusive Settings" — presented at CEC 2023 Convention Bachelor of Science in Psychology Colorado State University — Fort Collins, CO | May 2021
• Minor in Human Development and Family Studies
• Cum laude, GPA: 3.62/4.0

Certifications & Licenses

• Colorado Initial Educator License, Special Education Specialist (K-12) — Colorado Department of Education, 2023
• Crisis Prevention Intervention (CPI) Certification — Crisis Prevention Institute, 2023
• Registered Behavior Technician (RBT) — Behavior Analyst Certification Board (BACB), 2022
• CPR/First Aid/AED — American Red Cross, current through 2026

Professional Experience

Special Education Teacher KIPP Northeast Denver Leadership Academy — Denver, CO | August 2023 – Present

• Develop and implement IEPs for a caseload of 18 students with autism spectrum disorder and specific learning disabilities across grades 2-5, maintaining 100% compliance on all annual review deadlines for 2 consecutive years
• Design and deliver differentiated instruction in a resource room setting for 4 pull-out groups daily, improving average student reading levels by 1.3 grade equivalents over one academic year as measured by DIBELS 8th Edition
• Collaborate with 3 general education teachers to co-plan and co-teach inclusive math lessons for 12 students with IEP accommodations, resulting in 78% of students meeting or exceeding grade-level benchmarks on district interim assessments
• Implement positive behavior intervention and support (PBIS) plans for 6 students with behavioral goals, reducing office discipline referrals by 34% from Q1 to Q3 of the 2024-25 school year
• Facilitate 36 IEP meetings per year with parents, general education staff, school psychologists, and related service providers, achieving a 95% parent attendance rate through proactive communication and flexible scheduling
• Train 8 paraprofessionals on ABA-based prompting hierarchies and data collection protocols, increasing fidelity of behavior plan implementation from 62% to 91% as measured by monthly observations Student Teacher — Special Education Denver Public Schools, Goldrick Elementary — Denver, CO | January 2023 – May 2023
• Co-taught reading intervention groups for 14 students with specific learning disabilities in grades 1-3, using Wilson Foundations and Orton-Gillingham methodologies
• Wrote 6 initial IEPs and 4 re-evaluation reports under mentor teacher supervision, with all documents approved by the district compliance office on first submission
• Collected and analyzed daily progress monitoring data for 14 students using AIMSweb, presenting data summaries at 4 grade-level team meetings to inform instructional groupings
• Designed and implemented a visual schedule system for 3 students with ASD that reduced transition-related meltdowns by 50% within 6 weeks

Skills

IEP Development & Compliance | Applied Behavior Analysis (ABA) | Differentiated Instruction | Progress Monitoring (DIBELS, AIMSweb) | Positive Behavior Intervention & Support (PBIS) | Orton-Gillingham Reading Instruction | Co-Teaching Models | Assistive Technology (Boardmaker, Proloquo2Go) | Data Collection & Analysis | Parent Communication | SpedTrack IEP Software | Google Workspace for Education

ミッドキャリア 特別支援教育教師の職務経歴書サンプル

MARCUS D. WASHINGTON Atlanta, GA 30312 | (404) 555-0237 | [email protected] | linkedin.com/in/marcusdwashington

Professional Summary

Board-certified special education teacher with 6 years of experience specializing in emotional-behavioral disorders and autism spectrum disorder across middle school and high school settings. Holds Georgia Professional Certificate (T-5) and Board Certified Behavior Analyst (BCBA) credentials. Reduced restrictive placements by 40% at Atlanta Public Schools through the design and implementation of a tiered behavioral support framework serving 145 students. Recognized as 2024 Fulton County Teacher of the Year for exceptional outcomes in special education.

Education

Master of Education in Applied Behavior Analysis Georgia State University — Atlanta, GA | May 2021

• BACB Verified Course Sequence (VCS) — 315 coursework hours
• Thesis: "Function-Based Interventions for Escape-Maintained Behavior in Secondary Students with EBD" Bachelor of Science in Special Education University of Georgia — Athens, GA | May 2019
• Magna cum laude, GPA: 3.74/4.0
• Georgia Scholars of Education recipient

Certifications & Licenses

• Georgia Professional Teaching Certificate (T-5), Special Education General Curriculum (P-12) — Georgia Professional Standards Commission, 2021
• Georgia Professional Teaching Certificate (T-5), Special Education Adapted Curriculum (P-12) — Georgia Professional Standards Commission, 2021
• Board Certified Behavior Analyst (BCBA) — Behavior Analyst Certification Board (BACB), Certificate #1-21-48XXX, 2021
• Crisis Prevention Intervention (CPI) Advanced Certification — Crisis Prevention Institute, 2022
• Autism Spectrum Disorder Endorsement — Georgia Professional Standards Commission, 2022
• Praxis Special Education: Core Knowledge and Applications (5354) — Score: 178/200, ETS, 2019

Professional Experience

Special Education Teacher — Behavioral Specialist Atlanta Public Schools, Booker T. Washington High School — Atlanta, GA | August 2021 – Present

• Lead special education programming for 22 students with emotional-behavioral disorders and autism spectrum disorder in a self-contained behavioral classroom and 3 co-taught inclusion sections, grades 9-12
• Designed and implemented a school-wide tiered behavioral support framework adopted across 3 feeder schools, reducing restrictive placements (self-contained and alternative school transfers) by 40% over 2 academic years
• Conduct functional behavior assessments (FBAs) for an average of 15 students per year, developing individualized behavior intervention plans (BIPs) that decreased crisis incidents from 8.2 to 2.7 per student per semester
• Supervise and mentor 4 paraprofessionals and 2 BCBA fieldwork candidates, logging 140+ supervision hours annually and achieving a 100% candidate pass rate on the BCBA certification exam
• Collaborate with a multidisciplinary team of 2 school psychologists, 1 social worker, 3 speech-language pathologists, and 1 occupational therapist to coordinate services for 22 IEP students, maintaining 100% compliance across all federal timelines
• Analyze quarterly academic progress data using Frontline IEP and PowerSchool, resulting in 68% of caseload students meeting at least 75% of their annual IEP goals
• Facilitate 44 IEP meetings annually, including 8 manifestation determination reviews and 5 re-evaluations, with zero due process complaints filed over 4 years
• Selected as 2024 Fulton County Teacher of the Year from a pool of 127 nominated educators Special Education Teacher Gwinnett County Public Schools, Archer High School — Lawrenceville, GA | August 2019 – July 2021
• Managed a caseload of 26 students with specific learning disabilities and other health impairments across co-taught English and social studies classes, grades 9-11
• Implemented evidence-based reading interventions (REWARDS, Wilson Reading System) for 12 students reading 3+ years below grade level, with 9 students (75%) gaining at least 1.5 grade equivalents in reading comprehension within one academic year
• Co-developed a transition planning curriculum aligned with Georgia's Transition Toolkit for 14 students ages 16+, resulting in 86% of graduating students securing employment or postsecondary enrollment within 6 months
• Trained 12 general education teachers on Universal Design for Learning (UDL) principles and differentiated assessment strategies during 6 professional development sessions
• Reduced special education student chronic absenteeism from 22% to 11% through implementation of a mentorship program pairing each student with a school-based adult advocate

Skills

Functional Behavior Assessment (FBA) | Behavior Intervention Plans (BIPs) | Applied Behavior Analysis (ABA) | IEP Development & Compliance | Transition Planning | Manifestation Determination Reviews | Crisis Intervention (CPI Advanced) | Co-Teaching & Inclusion Models | Universal Design for Learning (UDL) | Progress Monitoring & Data Analysis | Frontline IEP | PowerSchool Special Programs | Goalbook Toolkit | Assistive Technology (Read&Write, Kurzweil 3000) | PBIS Framework | Restorative Justice Practices | Wilson Reading System | REWARDS Intervention

シニア 特別支援教育教師の職務経歴書サンプル

DR. PATRICIA R. OKAFOR Houston, TX 77004 | (713) 555-0391 | [email protected] | linkedin.com/in/drpatriciaokafor

Professional Summary

Special education department chair and district-level leader with 14 years of experience spanning self-contained classrooms, inclusion programming, and district-wide compliance oversight. Holds Texas Standard Certificate in Special Education (EC-12), National Board Certification in Exceptional Needs Specialist, and a doctorate in Special Education Administration. Directed a $2.8M special education budget for a Title I district serving 1,240 students with disabilities and achieved a 98.4% IEP compliance rate across 12 campuses during the most recent state monitoring review. Published researcher in the Journal of Special Education and presenter at 5 Council for Exceptional Children (CEC) national conventions.

Education

Doctor of Education (Ed.D.) in Special Education Administration University of Houston — Houston, TX | August 2024

• Dissertation: "Predictive Factors of Special Education Teacher Retention in High-Need Urban Districts: A Mixed-Methods Study" — cited 12 times within 18 months of publication Master of Education in Special Education Texas A&M University — College Station, TX | May 2014
• Specialization: Low-Incidence Disabilities
• Completed 600+ supervised clinical hours in multiple disability settings Bachelor of Science in Interdisciplinary Studies — Special Education University of Texas at Austin — Austin, TX | May 2011
• Summa cum laude, GPA: 3.91/4.0
• Terry Foundation Scholar

Certifications & Licenses

• National Board Certification, Exceptional Needs Specialist (ECYA/ENS) — National Board for Professional Teaching Standards (NBPTS), 2020
• Texas Standard Certificate, Special Education (EC-12) — Texas Education Agency (TEA), 2011
• Texas Standard Certificate, English Language Arts and Reading (4-8) — TEA, 2011
• Board Certified Behavior Analyst (BCBA) — Behavior Analyst Certification Board (BACB), 2016
• Praxis Special Education: Core Knowledge and Applications (5354) — Score: 186/200, ETS, 2011
• TExES Special Education EC-12 (161) — Passed, TEA, 2011
• Certified Autism Specialist (CAS) — International Board of Credentialing and Continuing Education Standards (IBCCES), 2018
• CPR/First Aid/AED Instructor — American Heart Association, current

Professional Experience

Special Education Department Chair & District Compliance Coordinator Houston Independent School District — Houston, TX | July 2020 – Present

• Oversee special education programming and federal compliance for 12 Title I campuses serving 1,240 students with disabilities (18.6% of district enrollment), managing a departmental budget of $2.8M including staffing, contracted services, and assistive technology
• Direct a team of 47 special education teachers, 62 paraprofessionals, and 14 related service providers, achieving a 91% staff retention rate compared to the district average of 78% through structured mentoring and differentiated professional development
• Led the district through a Texas Education Agency (TEA) Results-Driven Accountability (RDA) monitoring review with a 98.4% IEP compliance rate, the highest among Houston-area districts reviewed in the 2023-24 cycle
• Implemented a district-wide transition services improvement plan that increased postsecondary enrollment for students with disabilities from 34% to 58% over 3 years, as tracked by the National Student Clearinghouse
• Designed and launched a co-teaching expansion initiative across 8 campuses, placing 120 additional students with disabilities in general education settings and increasing participation in state assessments (STAAR) by 23% over 2 years
• Established a centralized assistive technology lending library serving 12 campuses, deploying 340 devices (speech-generating devices, alternative keyboards, screen readers) and reducing AT evaluation-to-deployment timelines from 47 days to 12 days
• Negotiated $420K in additional IDEA Part B discretionary grant funding for professional development and early childhood intervention services
• Authored district special education policy updates adopted by the HISD Board of Trustees, including restraint and seclusion reduction protocols that decreased physical restraint incidents by 67% in year one Lead Special Education Teacher & Campus Inclusion Coordinator KIPP Texas — Houston, TX | August 2015 – June 2020
• Managed a caseload of 28 students with autism spectrum disorder, intellectual disabilities, and multiple disabilities in a self-contained life skills classroom, grades 6-8, while serving as campus-wide inclusion coordinator for 85 students with IEPs
• Built the campus inclusion program from the ground up, transitioning 32 students (38% of the special education population) from self-contained to co-taught settings over 3 years, with 79% maintaining or improving grades in general education classes
• Trained and coached 24 general education teachers and 15 paraprofessionals on evidence-based inclusion strategies, differentiated assessment, and ABA-based classroom management across 6 annual professional development series
• Achieved 100% IEP compliance over 5 consecutive years (140+ IEPs reviewed annually by KIPP regional compliance team), with zero state complaints or due process filings
• Piloted Goalbook Toolkit for standards-aligned IEP goal writing across 3 KIPP Texas campuses, resulting in a 45% increase in measurable, standards-referenced annual goals as assessed by the regional special education director
• Co-developed the campus crisis intervention protocol adopted network-wide across 59 KIPP Texas campuses, reducing crisis-related student removals by 52% Special Education Teacher Dallas Independent School District, T.W. Browne Middle School — Dallas, TX | August 2011 – July 2015
• Served as special education teacher for 24 students with emotional-behavioral disorders and specific learning disabilities in a resource room and co-taught inclusion setting, grades 6-8
• Implemented Check-In/Check-Out (CICO) behavioral intervention for 8 students, resulting in a 41% reduction in office discipline referrals over one semester
• Collaborated with the campus MTSS team to develop and monitor Tier 2 and Tier 3 interventions for 35 at-risk students, with 14 (40%) exiting intervention within one academic year
• Wrote and managed 24 IEPs annually using SpedTrack, maintaining 100% compliance and earning "Exemplary" rating on the district's annual special education program review
• Organized and led a parent advocacy workshop series (4 sessions per semester), increasing parent participation in IEP meetings from 61% to 89% over 2 years

Publications & Presentations

• Okafor, P. R. (2024). Predictive factors of special education teacher retention in high-need urban districts. Journal of Special Education, 58(2), 112-128.
• Okafor, P. R. & Hernandez, M. (2022). Co-teaching expansion in Title I schools: A program evaluation. Presentation at CEC 2022 Convention, Orlando, FL.
• Okafor, P. R. (2021). Building assistive technology infrastructure in under-resourced districts. TEACHING Exceptional Children, 53(4), 284-291.

Skills

Special Education Administration | District-Level Compliance & Monitoring | IEP Development & Oversight | Budget Management ($2.8M) | Staff Supervision & Mentoring (120+ staff) | IDEA Part B Compliance | Transition Services Planning | Assistive Technology Program Management | Co-Teaching Program Design | Applied Behavior Analysis (ABA) | Functional Behavior Assessment (FBA) | Crisis Intervention Protocols | National Board Certification | TEA Results-Driven Accountability | Data-Driven Decision Making | SpedTrack | Frontline IEP | PowerSchool Special Programs | Goalbook Toolkit | STAAR Assessment Accommodations | Grant Writing (IDEA Part B) | Policy Development | Program Evaluation

主要スキル&ATSキーワード

学区で使用されるATS(Frontline Education、PowerSchool Unified Talent、TalentEd、AppliTrackを含む)は特定の用語を解析します。これらのキーワードを職務経歴書全体に自然に組み込み、求人の正確な言語と一致させてください。

IEPとコンプライアンス

• Individualized Education Program (IEP)
• Free Appropriate Public Education (FAPE)
• IDEA Part B Compliance
• IEP Development and Implementation
• Annual Review and Re-evaluation
• Manifestation Determination Review
• Due Process and Mediation
• Section 504 Plans
• Transition Planning (ITP)
• Progress Monitoring and Reporting

指導方法

• Differentiated Instruction
• Co-Teaching Models (Station, Parallel, Alternative, Team)
• Universal Design for Learning (UDL)
• Evidence-Based Practices
• Explicit Instruction
• Structured Literacy (Orton-Gillingham, Wilson)
• Multi-Tiered System of Supports (MTSS/RTI)
• Positive Behavior Intervention and Support (PBIS)

評価とデータ

• Functional Behavior Assessment (FBA)
• Behavior Intervention Plan (BIP)
• Curriculum-Based Measurement (CBM)
• Progress Monitoring (DIBELS, AIMSweb, easyCBM)
• State Assessment Accommodations (STAAR, SBAC, PARCC)
• Data-Driven Instruction
• Formative and Summative Assessment

障害別専門知識

• Autism Spectrum Disorder (ASD)
• Specific Learning Disabilities (SLD)
• Emotional-Behavioral Disorders (EBD)
• Intellectual Disabilities (ID)
• Speech-Language Impairments
• Other Health Impairments (OHI/ADHD)
• Multiple Disabilities
• Traumatic Brain Injury (TBI)

技術&ツール

• Frontline IEP / Frontline Education
• SpedTrack / Euna Solutions
• PowerSchool Special Programs
• Goalbook Toolkit
• Boardmaker (Tobii Dynavox)
• Proloquo2Go (AAC)
• Read&Write (Texthelp)
• Kurzweil 3000
• Google Workspace for Education
• ClassDojo / PBIS Rewards

プロフェッショナルサマリーの例

エントリーレベル(0〜2年)

Dedicated special education teacher with a Colorado Initial License (K-12) and 2 years of experience developing and implementing IEPs for students with autism spectrum disorder and specific learning disabilities. Improved student reading levels by an average of 1.3 grade equivalents through targeted Orton-Gillingham intervention. Trained in Crisis Prevention Intervention (CPI) and Applied Behavior Analysis (ABA), with proven ability to reduce behavioral incidents by 34% through structured PBIS plans.

ミッドキャリア(3〜7年)

Board Certified Behavior Analyst (BCBA) and Georgia-certified special education teacher with 6 years of experience serving students with emotional-behavioral disorders and autism spectrum disorder in urban school settings. Designed a tiered behavioral support framework that reduced restrictive placements by 40% across 3 schools in Atlanta Public Schools. Maintains a 100% IEP compliance record with zero due process complaints over 4 years.

シニア(8年以上)

National Board Certified special education administrator with 14 years of experience spanning classroom instruction, campus inclusion coordination, and district-level compliance oversight. Directed a $2.8M special education budget serving 1,240 students with disabilities across 12 Title I campuses, achieving a 98.4% IEP compliance rate during TEA monitoring. Increased postsecondary enrollment for students with disabilities from 34% to 58% over 3 years.

よくある誤り

1. 文脈なしに障害カテゴリを列挙する

「自閉症、ADHD、学習障害の経験あり」はレビューアーに何も伝えません。

2. IEPコンプライアンス指標の省略

すべての特別支援教育教職ポジションはIEPコンプライアンスを必要とします。

3. あいまいな行動用語の使用

「行動戦略を実施」は具体性なしには無意味です。フレームワーク(PBIS、ABA、CPI)を名指しし、評価方法を記述し、結果を定量化してください。

4. 認定資格の詳細を含めない

「Special Education Certified」と書いて州、資格タイプ、保証分野、発行機関を指定しないことは、レビューアーに推測を強います。

5. 移行計画経験を無視する

14〜22歳の生徒を含む任意のポジションについて、IDEA下の移行計画は中核要件です。

6. パラプロフェッショナル監督を非公式として扱う

7. 学区全体にわたる一般的な職務経歴書を提出する

ATS最適化のヒント

1. 求人言語を正確に一致させる

2. 完全な詳細付きで認定資格を含める

3. 標準セクションヘッダーを使用

4. すべての経験箇条書きを定量化

5. 特定のソフトウェアと評価ツールを名指しする

6. 要求された形式で提出

7. ヘッダー、フッター、テーブル、グラフィックを避ける

よくある質問

特別支援教育教師になるにはどの認定資格が必要ですか?

50州すべてで、特別支援教育教師は特別支援教育の認定を含む有効な州の教職ライセンスを保持する必要があります。多くの州はPraxis Special Education: Core Knowledge and Applications exam (5354)を使用しますが、他は独自の評価を実施します。

IEP経験をどのように職務経歴書に掲載すべきですか?

常にケースロードサイズ、提供された障害カテゴリ、学年帯、コンプライアンス記録を含めてください。

特別支援教育教師としてBCBA認定を追求する価値は?

BCBA資格は専門範囲と収入ポテンシャルの両方を大きく拡大します。

特別支援教育教師の不足に職務経歴書でどう対処するか?

不足はあなたに有利に働きますが、あなたの職務経歴書が明確に資格を伝える場合に限ります。

特別支援教育教師の職務経歴書は一般教育教師のものとどう違いますか?

3つの要素が特別支援教育履歴書を区別します:(1)法的コンプライアンス文書化、(2)障害別専門知識、(3)協力的サービス提供。

引用・出典

1. U.S. Bureau of Labor Statistics. (2025). Occupational Outlook Handbook: Special Education Teachers. https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm
2. Learning Policy Institute. (2025). 2025 Update: Latest National Scan Shows Teacher Shortages Persist. https://learningpolicyinstitute.org/blog/2025-update-latest-national-scan-shows-teacher-shortages-persist
3. National Association of State Boards of Education. (2025). Understanding Special Education Teacher Shortages. https://www.nasbe.org/understanding-special-education-teacher-shortages/
4. Council for Exceptional Children. (2025). LPI Research Shows Special Education Teacher Shortages Persist. https://exceptionalchildren.org/blog/lpi-research-shows-special-education-teacher-shortages-persist
5. Council for Exceptional Children. (2020). Initial Practice-Based Professional Preparation Standards for Special Educators. https://exceptionalchildren.org/standards/initial-practice-based-professional-preparation-standards-special-educators
6. Behavior Analyst Certification Board. (2025). BCBA Certification Requirements. https://www.bacb.com/bcba/
7. U.S. Department of Education. (2024). Dear Colleague Letter: Assistive Technology in IEPs. https://www.disabilityscoop.com/2024/01/25/ed-department-warns-schools-not-to-overlook-assistive-technology-in-ieps/30714/
8. Edustaff. (2025). Teacher Shortages in 2025. https://edustaff.org/blog/teacher-shortages-in-2025-what-the-data-revealed-and-what-2026-will-demand/
9. National Association of Special Education Teachers. (2025). Special Education Teacher Requirements, Salaries, and Resources. https://www.naset.com/professional-resources/special-education-teacher-requirements-salaries-and-resources-complete-state-by-state-guide/
10. U.S. Government Accountability Office. (2026). Students with Disabilities: Assistive Technology Challenges. https://files.gao.gov/reports/GAO-26-107506/index.html

Resume GeniでATS最適化された履歴書を作成 — 無料で始めましょう。