Over five million of our nation’s children have been identified as having a specific weakness such as a learning disability, mental retardation, autism, or emotional disturbance that necessitates some type of special instruction. Teachers of these students need substitute teachers who can fill in for them when they must be out of the classroom. Substitute teachers who work in special education settings have the opportunity to improve the lives of children with disabilities, as well as work in a variety of service locations. A substitute teacher armed with a general knowledge of the types of locations s/he may be called upon to work in, as well as the basic skills necessary for success in the special education classroom, is well prepared for any classroom. Chapter four of the Substitute Teacher Handbook provides an extensive (yet brief!) overview of what to expect when working with students with special needs. In addition to the classroom management skills and teaching strategies learned earlier in the training model, the following skills specific to special education should be mastered:

• Having an Attitude of Respect
• Working with Paraprofessionals
• Being Familiar with Special Education Terms and Laws
• Continuing Instruction
• Adapting Lessons and Activities
• Knowing Students and Meeting All Their Needs

Each district/school will have a unique set of policies and procedures related to the legal and educational issues mentioned above. It is important that these policies and procedures be made readily available for substitute teachers, and that substitute teachers make the effort necessary to become familiar with the policies unique to her district/school.