specialedcareers

Special education teacher interviews focus on IEP development, behavior management, collaboration skills, and your philosophy for supporting students with disabilities. Schools ask scenario-based questions to assess how you handle real classroom situations—not just your teaching credentials.

With 45 states reporting special education teacher shortages in 2024-25, schools are actively hiring. But competition for the best positions remains fierce. This guide covers the most common interview questions, what principals actually want to hear, and sample answers that demonstrate your expertise.

What Makes SPED Interviews Different

Special education interviews go deeper than general education interviews. Hiring committees want to know you understand the legal, emotional, and instructional demands of the role.

Expect questions about:

IEP development and compliance (IDEA, FAPE, LRE)
Behavior intervention (FBAs, BIPs, de-escalation)
Collaboration with general ed teachers, paraprofessionals, and families
Data collection and progress monitoring
Specific disabilities you've worked with (autism, learning disabilities, emotional disturbance)

Most interviews last 30-60 minutes. Some include a teaching demonstration or panel format with multiple interviewers.

What to bring:

3 copies of your resume
Teaching certificates and transcripts
Portfolio with redacted IEP samples, lesson plans, behavior plans, and data sheets
Letters of recommendation
A notebook for notes

Questions About Your Background

These questions assess your motivation, experience, and fit for the specific position.

"Tell us about yourself and your experience in special education."

What they're asking: Can you summarize your qualifications and show genuine passion for the field?

Sample answer: "I've been a special education teacher for four years, primarily working with students with autism and learning disabilities in a resource setting. At my current school, I manage a caseload of 18 students across grades 3-5. What drew me to special education was tutoring a student with dyslexia in college and seeing how targeted instruction transformed his confidence. I'm certified in special education K-12 and recently completed training in Applied Behavior Analysis."

"Why do you want to be a special education teacher?"

What they're asking: Is this a calling or just a job? Burnout is a real concern—25% of SPED teachers leave annually.

Sample answer: "During student teaching, I worked with a nonverbal student named Marcus. When we introduced an AAC device, he communicated with his mom for the first time. That moment—seeing the impact of the right supports—made me certain this was my path. I'm energized by problem-solving and building relationships with students who need advocates."

Avoid: Generic answers like "I want to help kids" or "I love children." Be specific about what draws you to this population.

"What disabilities or conditions have you worked with?"

What they're asking: Do you have relevant experience for their student population?

Sample answer: "I've worked primarily with students with autism spectrum disorder, specific learning disabilities in reading and math, ADHD, and emotional disturbance. At my current school, I also support two students with intellectual disabilities and collaborate with the speech therapist for students with communication disorders. I'm comfortable differentiating for a wide range of needs, though I'm always eager to learn about conditions I haven't encountered yet."

"How do you stay current with special education best practices?"

What they're asking: Are you committed to professional growth?

Sample answer: "I'm a member of the Council for Exceptional Children and attend their annual conference. I also completed a Wilson Reading certification last year to strengthen my dyslexia instruction. I follow several special education blogs and participate in our district's monthly SPED professional learning community. When IDEA regulations change, I make sure I understand the implications for my practice."

"Describe your teaching philosophy for students with special needs."

What they're asking: Do you see students holistically, not just as disabilities?

Sample answer: "I believe every student can learn—the question is finding the right approach. I start by building relationships and understanding each student as a person, not a label. I use evidence-based strategies, collect data to measure progress, and adjust quickly when something isn't working. I also believe strongly in presuming competence and preparing students for as much independence as possible."

IEP and Compliance Questions

These are often the most important questions in a SPED interview. Schools need teachers who understand the legal weight and instructional purpose of IEPs.

"Walk us through how you develop an IEP."

What they're asking: Do you understand the full IEP process—and can you articulate it clearly?

Sample answer: "I start with a comprehensive review of the student's evaluation data, previous IEP, and current classroom performance. I write a detailed Present Levels statement that captures strengths, needs, and baseline data.

For goals, I use the SMART framework—specific, measurable, achievable, relevant, and time-bound. I ensure each goal connects directly to an identified need.

Before the meeting, I gather input from general education teachers, related service providers, and the family. During the meeting, I facilitate collaboration so parents feel heard and the team reaches consensus. After the meeting, I create an implementation plan so everyone knows their responsibilities.

I monitor progress at least monthly using data collection tools tied to each goal, and I communicate with parents regularly—not just at annual reviews."

"How do you write measurable IEP goals?"

What they're asking: Can you write goals that are legally defensible and instructionally useful?

Sample answer: "A measurable goal has four components: the condition, the student's name, the behavior, and the criterion.

For example: 'Given a grade-level passage and graphic organizer, Jordan will identify the main idea and two supporting details with 80% accuracy across three consecutive probes.'

I avoid vague language like 'improve reading' or 'demonstrate understanding.' Every goal needs a clear target that anyone could measure the same way."

"How do you track and report student progress?"

What they're asking: Are you data-driven? Can you demonstrate accountability?

Sample answer: "I use a combination of curriculum-based measures, work samples, and observational data. For each IEP goal, I have a specific data collection method—whether that's probe sheets, frequency counts, or rubrics.

I chart progress weekly and look for trends. If a student isn't making adequate progress after 3-4 weeks, I analyze why and adjust instruction. I send home progress reports on IEP goals each quarter, but I also communicate informally with parents more frequently so nothing is a surprise."

"What would you do if a parent disagrees at an IEP meeting?"

What they're asking: Can you handle conflict professionally while staying student-centered?

Sample answer: "First, I listen without becoming defensive. Parents know their children in ways we don't, and their concerns are valid even when we disagree.

I ask clarifying questions to understand their specific concern. Often, disagreements stem from miscommunication or different interpretations of data.

If we can't reach agreement, I explain the options—the parent's right to request additional evaluation, bring an advocate, or pursue mediation. I document everything carefully.

Ultimately, my goal is maintaining a positive relationship because we'll be working together for years. I've found that most disagreements resolve when parents feel genuinely heard."

"How do you ensure IEP compliance across the school day?"

What they're asking: Can you coordinate with general education teachers who may not understand IEPs?

Sample answer: "I create an IEP snapshot—a one-page summary of each student's accommodations and modifications—for every general education teacher. I meet with them at the start of the year and check in monthly.

I also use a shared tracking system so teachers can flag concerns quickly. If I notice accommodations aren't being implemented, I approach it as a support conversation, not an accusation. I ask what barriers they're facing and offer to help problem-solve.

For annual reviews, I observe in general education classrooms to see how accommodations are actually working, not just whether they're being provided."

Classroom Management and Behavior Questions

These questions reveal your understanding that behavior is communication—and your ability to stay calm in crisis.

"How do you handle challenging behaviors in the classroom?"

What they're asking: Do you react or respond? Are you proactive or only reactive?

Sample answer: "I start with prevention. I establish clear routines, use visual schedules, and build strong relationships so students feel safe.

When challenging behavior occurs, I assume it's communicating an unmet need. I ask: Is the student escaping something? Seeking attention? Overstimulated? Once I understand the function, I can teach a replacement behavior.

For a student who throws materials when frustrated, I might teach them to request a break using a card. I reinforce the replacement behavior heavily while making the problem behavior ineffective.

I document patterns to inform Functional Behavior Assessments and collaborate with the team on Behavior Intervention Plans when needed."

"Describe a time you de-escalated a student in crisis."

What they're asking: Can you stay calm and keep everyone safe?

Sample answer: "Last year, a student with emotional disturbance became verbally aggressive and started throwing chairs when a schedule change wasn't communicated to him.

I stayed calm, lowered my voice, and cleared other students from the immediate area. I gave him space while staying visible. I validated his feeling—'I can see you're really upset about the change'—without addressing the behavior in that moment.

After about five minutes, he was calm enough to move to a quiet space. We processed what happened later using a visual support. I then worked with the team to ensure schedule changes were always communicated to him in advance.

The key was not adding fuel by raising my voice or making demands he couldn't meet in that state."

"What positive reinforcement strategies do you use?"

What they're asking: Do you have a toolkit beyond punishment?

Sample answer: "I match reinforcement to individual students. For some, verbal praise works. Others need tangible rewards or access to preferred activities.

I use token economies for students who need more structure—they earn tokens throughout the day toward a reward menu they helped create. The key is frequent reinforcement initially, then fading to more natural schedules.

I also focus on specific praise: not just 'good job,' but 'I noticed you raised your hand and waited—that shows self-control.' This helps students understand exactly what they did right."

"How do you create a structured classroom environment?"

What they're asking: Do you understand that structure reduces anxiety and behavior problems?

Sample answer: "My classroom has consistent routines that students can predict. We start each day the same way. Transitions are signaled visually and verbally.

I use a visual schedule posted at the front and individual schedules for students who need them. Materials are organized and labeled. Expectations are posted and referenced frequently.

For students with sensory needs, I've created a quiet corner with noise-canceling headphones and fidget tools. The structure isn't rigid—it's a framework that helps students feel safe enough to take academic risks."

"What do you do when a behavior plan isn't working?"

What they're asking: Can you problem-solve and adjust rather than blame the student?

Sample answer: "First, I check implementation fidelity. Is everyone following the plan consistently? Often that's where things break down.

If implementation is solid, I look at the data. Is the function we identified actually correct? Are we reinforcing frequently enough? Is the replacement behavior too hard?

I convene the team to review and revise. A BIP should be a living document. If a student isn't responding, that's feedback about our plan, not a failure of the student.

I've had situations where we needed to do a more thorough FBA or bring in a behavior specialist. I'm not afraid to ask for help."

Collaboration and Communication Questions

Special education is a team sport. These questions assess your interpersonal skills.

"How do you collaborate with general education teachers?"

What they're asking: Can you build relationships and support inclusion?

Sample answer: "I see myself as a resource, not an evaluator. I approach general education teachers as partners.

I schedule regular check-ins—even 10 minutes weekly makes a difference. I offer to co-plan lessons, modify materials, or push into the classroom to support. When a teacher is struggling with a student, I observe and offer concrete strategies, not criticism.

I also advocate for my students without making general education teachers feel blamed. If accommodations aren't happening, I try to understand the barrier first. Usually, it's workload or lack of understanding, not unwillingness."

"How do you work with paraprofessionals and support staff?"

What they're asking: Can you supervise adults effectively?

Sample answer: "Paraprofessionals are essential partners. I set clear expectations at the start of the year: their responsibilities, how we'll communicate, and how I'll support their professional growth.

I provide training on student-specific needs—medical, behavioral, and instructional. I give feedback regularly, both positive and constructive. I also ask for their input because they often notice things I miss.

The biggest mistake I see is paras becoming too attached to one student. I work to build student independence by fading support systematically."

"Describe your approach to communicating with parents."

What they're asking: Can you build trust with families?

Sample answer: "I communicate frequently and proactively. I don't wait for problems.

I send a weekly update—just 2-3 sentences on what we worked on and something positive. For students with behavior challenges, I use a daily communication log so parents aren't blindsided.

I'm also culturally responsive. I've worked with families who have different views on disability or education, and I listen without judgment while still advocating for the student.

When there's difficult news, I lead with compassion and frame concerns in terms of how we can work together to support the student."

"How do you collaborate with related service providers?"

What they're asking: Do you understand the importance of integrated services?

Sample answer: "I meet monthly with our speech therapist, occupational therapist, and school psychologist to discuss shared students. We align IEP goals when possible and coordinate carryover strategies.

For example, if the speech therapist is working on following multi-step directions, I reinforce that skill in academic instruction. I observe therapy sessions occasionally and invite therapists to observe in my classroom.

I also make sure related services are scheduled to minimize disruption to core instruction. It's about the whole child, not isolated services."

Instructional Strategy Questions

These questions assess your pedagogical knowledge and creativity.

"How do you differentiate instruction for diverse learners?"

What they're asking: Can you meet students where they are?

Sample answer: "I differentiate content, process, and product based on individual needs.

For content, I might provide text at multiple reading levels or pre-teach vocabulary. For process, I vary grouping—some students need one-on-one instruction while others thrive in small groups. For product, I offer choices: a student might demonstrate understanding through writing, drawing, or verbal response.

I also use Universal Design for Learning principles—multiple means of engagement, representation, and action. Building in flexibility from the start reduces the need for last-minute accommodations."

"What assistive technology have you used?"

What they're asking: Are you comfortable with tech-based supports?

Sample answer: "I've used AAC devices including TouchChat and LAMP Words for Life for nonverbal students. For students with learning disabilities, I use text-to-speech tools like Learning Ally and speech-to-text for written expression.

I also use visual scheduling apps, communication boards, and adapted keyboards. When selecting technology, I start with the IEP goal and work backward—the tech should serve the learning, not the other way around.

I stay current through ISTE resources and our district's assistive technology specialist."

"How do you modify curriculum and assessments?"

What they're asking: Do you understand the difference between accommodations and modifications?

Sample answer: "Accommodations change how a student accesses content without altering expectations. Modifications change the content or expectations themselves.

Accommodations	Modifications
Extended time	Reduced number of problems
Text-to-speech	Simplified reading level
Preferential seating	Altered grading criteria
Graphic organizers	Different learning objectives

For assessments, I ensure the format doesn't prevent students from showing what they know. If I'm testing reading comprehension, I read the questions aloud to a student with dyslexia—I want to measure comprehension, not decoding.

I document everything in the IEP so there's no ambiguity about what's permitted on state testing."

"How do you promote inclusion in your classroom?"

What they're asking: Do you believe in and work toward the least restrictive environment?

Sample answer: "Inclusion starts with mindset. I presume competence and set high expectations while providing necessary support.

I work with general education teachers to prepare them—and their students—for successful inclusion. I teach disability awareness and model how to interact respectfully.

I use peer supports strategically and monitor to ensure they're beneficial for everyone. I push into general education classrooms whenever possible rather than pulling students out.

For students with significant needs, I focus on meaningful participation. Even if a student can't do the same math problem, they can learn math vocabulary alongside peers."

Scenario-Based Questions

These questions test your judgment and problem-solving in realistic situations.

"A student consistently refuses to do work. What do you do?"

Sample answer: "First, I gather information. When does the refusal happen? Is it certain subjects, times of day, or activities? Is there a pattern?

I'd consider whether the work is at the appropriate level—refusal often masks frustration or fear of failure. I might simplify the task, offer choices, or break it into smaller chunks.

I'd also examine my relationship with the student. Sometimes refusal is a bid for attention or control. Offering choice and autonomy often helps.

If refusal continues, I'd conduct a more formal assessment of the function and develop a plan—maybe a first-then board, work contract, or scheduled breaks. I'd involve parents and the team."

"A parent accuses you of not following the IEP. How do you respond?"

Sample answer: "I'd thank them for raising the concern—accountability is important.

I'd pull out my documentation: data collection sheets, progress reports, and any notes about implementation. I'd walk through specifically how I've been implementing the IEP and invite them to share what they're seeing at home.

If there's a legitimate gap, I'd own it, explain how I'll correct it, and follow up. If it's a misunderstanding, I'd clarify respectfully.

Regardless, I'd see this as an opportunity to strengthen the partnership. I might invite the parent to observe or schedule more frequent communication."

"You notice a general ed teacher isn't implementing accommodations. What's your approach?"

Sample answer: "I'd approach it as a support conversation, not a confrontation. I might say, 'I noticed Jordan doesn't have the graphic organizer during writing. Are you running into any challenges I can help with?'

Often there's a legitimate barrier—the teacher doesn't have time to prep materials, doesn't understand why the accommodation matters, or simply forgot.

I'd offer concrete help: prep materials myself, provide a quick training, or create a reminder system. If the problem persists after support, I'd involve administration—not to punish, but because the student has a legal right to those accommodations.

I document everything in case it becomes a compliance issue."

Questions to Ask the Interviewer

Asking thoughtful questions shows you're serious about finding the right fit—not just any job.

About Caseload and Support

"What is the typical caseload for this position?"
"What paraprofessional support is available?"
"How are IEP meetings scheduled—during or outside instructional time?"

About Culture and Collaboration

"How does the school support inclusion?"
"What does collaboration between SPED and general ed look like here?"
"How would you describe the culture among special education staff?"

About Professional Development

"What professional development opportunities are available for special education teachers?"
"Is there a mentor program for new teachers?"
"How does the school stay current with IDEA regulations and best practices?"

Frequently Asked Questions

What should I wear to a special education teacher interview?

Business professional attire is standard. Wear comfortable shoes—you may tour the building or classrooms. Avoid anything too casual, even if the school culture seems relaxed.

Should I bring a portfolio to my SPED interview?

Yes. A strong portfolio includes redacted IEP samples, lesson plans showing differentiation, behavior intervention plans, data collection examples, and letters of recommendation. Even if you don't reference it, having materials ready shows organization.

How long do special education teacher interviews typically last?

Most interviews run 30-60 minutes. Panel interviews with multiple administrators may run longer. If there's a teaching demonstration component, expect 15-30 additional minutes.

What if I don't have experience with a specific disability they ask about?

Be honest, then pivot to transferable skills. "I haven't worked directly with students with visual impairments, but I'm confident in my ability to learn. I've collaborated with specialists before and adapted my instruction for various sensory needs. I'd welcome training and mentorship."

How soon should I follow up after the interview?

Send a thank-you email within 24 hours. Reference something specific from the conversation to make it personal. If you haven't heard back after a week, a brief follow-up email is appropriate.

Land Your Next Special Education Position

Special education interviews reward preparation. Know your IEP process cold. Have behavior scenarios ready. Show that you're a collaborator, not an island.

Schools need qualified special education teachers—45 states report shortages. Your skills are in demand. The right preparation helps you land not just a job, but the right job.

Ready to find your next SPED role? Browse special education teaching positions from schools and districts hiring now.