HOW TO GET THERE
Typical pathway
The typical pathway usually starts with a university bachelor’s degree in education, though requirements can vary by province or school board. Many employers look for teacher certification, and some places may expect additional training or specialization in special education. Helpful preparation can include volunteering with youth, tutoring, working in camps or classrooms, and gaining experience in inclusive education settings. Future teachers may also benefit from learning about accessibility, behaviour support, and how to adapt lessons for different learners. In some regions or schools, bilingual ability or subject-area strengths can improve job options. New teachers often begin in substitute, term, or other entry-level school roles before moving into permanent positions.
THE WORK
What you may do
Special education teachers plan and deliver lessons for secondary students who need extra support or different ways of learning. They adapt classroom work, teaching materials, and assessments so students can take part and progress. They observe student needs, track progress, and adjust plans when needed. They may work with classroom teachers, school support staff, and families to create a supportive learning plan. In some cases, they teach specific subjects, support small groups, or provide individualized instruction. They also help students build confidence, study habits, communication skills, and independence. Their work often includes keeping records, preparing reports, and taking part in school meetings about student learning and behaviour.
A DAY IN THE LIFE
What a day can include
A typical day often begins with checking lesson plans, student notes, and any updates from other teachers or support staff. During the school day, the teacher may work with a small group, support students in a regular classroom, or meet one-on-one with a student who needs extra help. They might change an activity on the spot if a student needs more time, simpler instructions, or a different format. Between classes, they may prepare materials, answer questions from staff or families, and update records on student progress. The day can also include meetings about learning goals, behaviour supports, or ways to make school more accessible. The work is active, people-focused, and often changes from one class to the next.
SKILLS TO BUILD