2026 How to Become a Special Education Teacher in Connecticut: Requirements & Certification

by Imed Bouchrika, PhD

Co-Founder and Chief Data Scientist

Share

If you are planning to become a special education teacher in Connecticut, the main question is not only whether the career is meaningful. It is whether you understand the education, certification, workload, legal responsibilities, salary range, and long-term career options before you commit time and money to a preparation program. Connecticut has strong schools, but districts continue to need qualified educators who can support students with disabilities through compliant, individualized, and effective instruction.

This guide explains how to become a special education teacher in Connecticut, including degree requirements, licensing steps, expected timelines, salary information, professional development options, career advancement paths, and common mistakes to avoid. It is designed for future teachers, career changers, current educators considering special education certification, and Connecticut professionals comparing teaching with related student-support careers.

Quick Answer: How do you become a special education teacher in Connecticut?

To become a special education teacher in Connecticut, you generally need to complete a state-recognized teacher preparation pathway with special education coursework, gain supervised classroom experience, pass required licensure exams, complete background checks and fingerprinting, and apply for the appropriate Connecticut educator certificate. Many candidates begin with a bachelor’s degree in education or special education, while career changers may use post-baccalaureate or master’s-level programs that include the required special education preparation.

Key Things to Know About Becoming a Special Education Teacher in Connecticut

• Demand is real. Connecticut's education sector anticipates a steady demand for special education teachers, with a reported 25% of all teaching vacancies in special education in 2022.
• Pay is relatively strong compared with many teaching roles. According to 2023 data from the U.S. Bureau of Labor Statistics (BLS), the average salary for special education teachers in Connecticut is approximately $74,000 to $86,000 annually, depending on the grade level taught, district, and qualifications.
• Connecticut is a notable employment market for this occupation. Connecticut is one of the top states with a high concentration of job and location quotients for special education teachers, with employment of 0.71 per 1,000 jobs as of 2023.
• Ongoing training matters. Organizations like the Connecticut Association of Schools and the Connecticut State Department of Education offer professional development opportunities tailored for special education teachers, enhancing skills and knowledge.

1. Education requirements for Connecticut special education teachers
2. How long the process usually takes
3. Connecticut licensing requirements
4. Demand for special education teachers in Connecticut
5. Salary expectations in Connecticut
6. Professional development options
7. Advanced roles for experienced special education teachers
8. Major challenges in the profession
9. How Connecticut special education laws affect teachers
10. Using advanced online degrees to grow your career
11. Additional certifications for special education teachers
12. Scholarships and grants for Connecticut special education teachers
13. School psychology as a related career path
14. Mentorship and professional networking
15. Early childhood education insights for special educators
16. Transitioning from special education to elementary teaching
17. BCBA certification for special educators
18. Career transitions for special education teachers in Connecticut
19. Substance abuse counseling as an allied career option
20. Substitute teaching for career flexibility
21. School counseling as a next step

What are the educational requirements to be a special education teacher in Connecticut?

Connecticut special education teachers need formal educator preparation, supervised practice, and coursework focused on students with disabilities. The exact route depends on whether you are a first-time college student, a licensed teacher adding an endorsement, or a career changer entering education after earning a degree in another field.

• State-recognized degree or preparation program: Candidates typically complete a program in education or special education that meets Connecticut requirements. Institutions like the University of Connecticut and Southern Connecticut State University provide programs that combine educational theory, instructional design, assessment, and field-based practice.
• Required special education coursework: The Connecticut State Department of Education (SDE) requires applicants for an initial educator certificate in Special Education to complete at least 36 hours of specific special education courses listed by the SDE.
• Student teaching or supervised clinical practice: Candidates must apply what they learn in a real classroom setting. This experience helps future teachers practice IEP implementation, classroom management, lesson adaptation, family communication, and collaboration with general education teachers and service providers.
• Program academic standards: Many teacher preparation programs expect candidates to meet a minimum GPA, commonly around 3.0. This is not just an admissions hurdle; it signals that candidates can handle rigorous coursework, documentation demands, and professional expectations.

Career changers do not always need to start over with a second bachelor’s degree. Connecticut offers post-baccalaureate and graduate-level pathways for people who already hold a degree but need teacher preparation and special education coursework. These programs commonly cover instructional methods, special education law, assessment, classroom management, and inclusive teaching practices.

One Connecticut special education teacher described the preparation process as demanding but clarifying: “At first, the coursework and student teaching schedule felt like too much. But when I watched a student finally understand something we had practiced for weeks, I understood why the preparation had to be so thorough.” That experience reflects a common reality in this field: the training is intensive because the classroom responsibilities are complex.

How long does it take to become a special education teacher in Connecticut?

The process often takes five to seven years, depending on your starting point and whether you pursue an optional graduate degree. A traditional undergraduate route usually takes about four years for the bachelor’s degree, followed by teacher preparation, student teaching, testing, and certification steps. Career changers may move faster or slower depending on previous coursework, program format, and whether they study full time.

A realistic timeline also depends on practical factors: course availability, whether you need prerequisite classes, how quickly you pass exams, how your program schedules student teaching, and whether you are balancing work or family responsibilities. Candidates should ask admissions advisors for a term-by-term plan before enrolling.

A Connecticut teacher who completed the pathway in about six years said the student teaching semester was the turning point: “That was when the career became real. Studying for exams was stressful, but being in the classroom showed me what kind of teacher I wanted to become.”

What are the licensing requirements for special education teachers in Connecticut?

Connecticut requires special education teachers to hold the appropriate educator certification before serving as teachers of record in public schools. Licensure confirms that a candidate has completed the required preparation, passed applicable exams, and met safety and professional standards.

• Licensure exams: Candidates must pass the state-required tests that measure general teaching knowledge and special education-related competencies.
• Background checks and fingerprinting: Connecticut requires these steps to help protect students and verify candidate eligibility for school employment.
• Verification of academic preparation: Applicants must document that they completed an approved or accepted educator preparation program with the required special education coursework and clinical experience.

Certification is not a one-time task. Connecticut teaching credentials are typically valid for three, five, or eight years, depending on the certification level. Teachers must meet renewal and continuing education expectations to remain in good standing. This is especially important in special education because instructional practices, compliance rules, documentation expectations, and disability-related supports continue to evolve.

If you are licensed in another state, Connecticut may offer a reciprocity pathway, but reciprocity does not mean automatic approval. Teachers who completed Illinois teacher certification or earned credentials elsewhere should still verify Connecticut-specific exam, coursework, background check, and documentation requirements before accepting a position or relocating.

One licensed Connecticut special education teacher recalled that the testing and background check process felt intimidating at first: “I spent nights reviewing materials and worrying about whether I had missed a requirement. When the license finally came through, it felt like confirmation that I was ready to serve students responsibly.”

What is the demand for special education teachers in Connecticut?

Connecticut continues to face demand for qualified special education teachers. According to the Connecticut General Assembly, 25% of all teaching vacancies in 2022 were in special education. The same issue is complicated by the fact that many educators filling special education roles may not hold SPED certification, which increases the need for properly prepared teachers.

Openings are affected by multiple factors: retirements, turnover, student service needs, district budgets, and the legal requirement to provide appropriate services to students with disabilities. Districts need teachers who can write and implement IEPs, collaborate with families and specialists, support inclusive classrooms, and maintain compliance with federal and state rules.

The source material also includes O*NET OnLine figures labeled for Arizona rather than Connecticut. Because those figures are not Connecticut-specific, they should not be used as the primary basis for deciding whether to enter Connecticut’s job market. However, the exact figures listed were:

• Secondary School Special Education Teachers - 110 per year
• Middle School Special Education Teachers - 80 per year
• Kindergarten and Elementary School Special Education Teachers - 190 per year
• Preschool Special Education Teachers - 20 per year
• All Other Special Education Teachers - 130 per year

For Connecticut candidates, the stronger takeaway is this: special education is a persistent shortage and compliance-sensitive field. Schools cannot simply choose to stop serving students with disabilities when staffing is difficult. That makes certified, skilled special education teachers important to district operations and student access.

Where demand may be strongest

• Districts with high service needs: Larger districts often need teachers across multiple disability categories and grade bands.
• Inclusive classroom models: Schools using co-teaching and inclusion need special educators who can collaborate closely with general education teachers.
• Behavioral and intensive support programs: Teachers with experience in behavioral interventions, autism support, or complex learning needs may find specialized opportunities.
• Early intervention and elementary settings: Schools often prioritize support during the early years because intervention can affect long-term academic progress.

How much do special education teachers in Connecticut earn?

Connecticut special education teacher salaries are generally competitive for the teaching profession, but pay varies by district, grade level, experience, education, union contract, and additional credentials. The article’s source data states that special education teachers in Connecticut earn around $69,000 to $86,000 annually, compared with a national average of approximately $65,000.

Urban districts such as Hartford and New Haven may offer different salary schedules than smaller or rural districts. Teachers with graduate degrees, additional certifications, or more years of experience may move higher on district pay scales. However, no salary outcome is guaranteed; applicants should review the current salary schedule for each district before making financial decisions.

Using BLS figures, the yearly mean wage figures listed for SPED teachers were:

• Secondary School Special Education Teachers - $86,790
• Middle School Special Education Teachers - $84,620
• Kindergarten and Elementary School Special Education Teachers - $83,820
• Preschool Special Education Teachers - $74,070
• All Other Special Education Teachers - $69,980

A Connecticut special education teacher described the financial progression this way: “My starting salary was modest, but additional training and years in the field helped me move forward. The important thing was understanding the salary schedule early so I could plan realistically.”

The chart below shows the most current data on states that offer the highest special education teacher salaries in the United States.

What professional development opportunities are available for special education teachers in Connecticut?

Professional development is not optional in special education. Teachers must keep up with instructional strategies, compliance expectations, behavior supports, assistive technology, family engagement practices, and disability-specific interventions. In Connecticut, several organizations and learning formats can help educators stay current.

• Connecticut State Department of Education workshops: State-sponsored training can help teachers understand current expectations for special education practice, documentation, compliance, and evidence-based instruction.
• Connecticut Association of Schools conferences: CAS events can give educators access to expert-led sessions, peer learning, and networking opportunities with school leaders and classroom practitioners.
• CEC’s Learning Library: The Council for Exceptional Children offers online webinars and courses that allow teachers to build knowledge around current special education practices on a flexible schedule.

Professional learning is especially valuable for educators involved in working in child development and education because it helps connect classroom practice with broader student-support systems. For special education teachers, high-quality training can improve IEP implementation, collaboration, progress monitoring, behavior planning, and inclusive teaching.

Connecticut also has colleges and universities that offer certification programs and graduate study options for special education teachers who want deeper expertise or leadership preparation.

Are there advanced roles for experienced special education teachers in Connecticut?

Experienced Connecticut special education teachers can remain in the classroom, move into leadership, specialize in behavior analysis, consult with districts, or work in advocacy and policy. The best option depends on whether you want to keep working directly with students, supervise programs, train other educators, or influence systems beyond one classroom.

• Lead or veteran special education teacher: Many experienced teachers continue teaching while mentoring new educators, coordinating services, or leading specialized school programs.
• Director of Special Education: This district-level role involves overseeing programs, supervising staff, monitoring compliance, and coordinating services. Larger districts, such as Hartford Public Schools and New Haven Public Schools, frequently seek individuals for this role.
• Board Certified Behavior Analyst (BCBA): BCBAs use applied behavior analysis to support students with behavioral needs in schools, clinical settings, and private practice environments.
• Education consultant: Consultants advise schools, districts, or agencies on special education practices, compliance, program design, and staff training.
• Advocacy and nonprofit roles: Some educators work with disability rights organizations, family advocacy groups, or education reform initiatives.

Some SPED teachers also explore child development specialist careers when they want to apply their knowledge of learning, behavior, and development in a broader or more specialized setting.

A Connecticut educator who moved into leadership explained the shift this way: “After years in the classroom, I wanted to support students by supporting the teachers and systems around them. Becoming a special education leader let me use my classroom experience in a wider way.”

If you are interested in leadership or administration, begin building relevant skills early. Experience with IEP compliance, staff collaboration, family communication, data review, budgeting, and program evaluation can make future transitions more realistic. Below is a chart showing what principals should know about special education.

What are the biggest challenges faced by special education teachers in Connecticut?

Special education can be deeply rewarding, but it is also one of the most demanding areas of teaching. Before choosing this path, candidates should understand the workload, emotional demands, documentation requirements, and system-level pressures that may affect day-to-day work.

• Large or complex caseloads: Teachers may be responsible for multiple students with different disability categories, service minutes, accommodations, goals, and family communication needs.
• Emotional strain: Supporting students with significant academic, behavioral, communication, or medical needs can be meaningful and exhausting at the same time.
• Uneven administrative support: Some teachers report difficulty getting adequate staffing, planning time, training, materials, or behavioral support.
• Professional development gaps: Special educators need current, practical training, but workload pressures can make it hard to attend or apply new learning.
• Financial concerns: Even when Connecticut salaries compare favorably with many areas, education costs, cost of living, and workload should be weighed carefully.
• Changing requirements: Certification and compliance expectations can differ by state and may change over time. The process for Arkansas teaching credentials, for example, is not the same as the Connecticut process.

These challenges do not mean the career is a poor choice. They mean future teachers should choose preparation programs carefully, seek strong mentors, understand district working conditions, and build sustainable professional habits early.

How do special education laws in Connecticut impact teachers?

Special education teachers work within a legal framework that affects instruction, documentation, discipline, family communication, evaluation, and service delivery. Understanding the law is essential because a special education teacher’s decisions can affect both student rights and district compliance.

• Individuals with Disabilities Education Act (IDEA): IDEA requires eligible students with disabilities to have Individualized Education Programs (IEPs). Teachers must participate in team decisions, help implement services, document progress, and communicate with families and specialists.
• Connecticut Sec. 10-76b: This provision relates to state oversight of special education programs and reinforces the need for districts and teachers to meet established standards.
• Sec. 10-236b: This law addresses the use of physical restraint and seclusion, making it important for teachers to understand approved behavioral supports, safety procedures, and documentation rules.
• Sec. 10-76kk: This provision addresses disproportionate identification of minority students for special education services and underscores the importance of culturally responsive practices.

For teachers, these laws show up in practical ways: writing measurable IEP goals, providing accommodations, documenting services, using appropriate behavioral interventions, collaborating with families, and avoiding practices that could deny students access to their education. Future teachers should look for preparation programs that teach special education law as a practical classroom skill, not just as a theory course.

How can advanced online degrees enrich your special education career?

Advanced online degrees can help special education teachers build deeper expertise while continuing to work. These programs may be useful for educators who want stronger skills in assessment, instructional design, autism support, behavior intervention, assistive technology, leadership, or curriculum adaptation. The flexibility can be especially valuable for teachers who cannot pause their careers for full-time campus study.

Before enrolling, compare programs carefully. A strong online option should be accredited, transparent about clinical or field requirements, clear about whether it leads to certification, and realistic about workload. Teachers comparing masters in special education distance learning options should also ask whether the program fits Connecticut certification or advancement goals.

How can additional certifications enhance my career in special education?

Additional certifications can help special education teachers specialize, qualify for new assignments, or become stronger candidates for leadership and intervention roles. Useful areas may include behavioral interventions, assistive technology, curriculum modification, autism support, literacy intervention, or applied behavior analysis.

The most valuable credential is not always the most expensive one. Teachers should evaluate whether a certification is recognized by employers, aligned with Connecticut requirements, relevant to their student population, and worth the time commitment. Those comparing teaching credential programs in Connecticut should confirm accreditation, state approval, total cost, completion timeline, and whether the program provides advising for certification paperwork.

Are there scholarships and grants available for special education teachers in Connecticut?

Teacher preparation can be expensive, especially when candidates must pay for tuition, exams, books, transportation, and unpaid or reduced-work student teaching periods. Financial aid can make the path more manageable, but candidates should verify eligibility rules, deadlines, service obligations, and renewal requirements before relying on any award.

• Geraldine Frankel Endowed Scholarship: This $1,000 scholarship is granted to students pursuing special education certification who show a dedication to improving the life opportunities of individuals with special needs. Applicants must maintain a strong academic performance, with preference given to those studying secondary education.
• DiGiovanni Scholarship: This scholarship supports students who intend to teach in Connecticut and have a parent or legal guardian who is a member or staff member of the Connecticut Education Association. The program awards $2,000 per year of undergraduate study.
• TEACH Connecticut: This program provides financial aid information, scholarship resources, and support for future Connecticut teachers. Candidates can review options such as the TEACH Connecticut School Based Personnel Scholarship and the TEACH Connecticut Rising Educational Leader Scholarship.

Financial support for future educators can ultimately benefit students who need qualified special education teachers, whether those educators pursue special education degrees, certification routes, or related student-support training such as child life specialist graduate programs.

How to reduce the cost of becoming certified

• Ask each program for the full cost of attendance, not just tuition.
• Check whether student teaching affects your ability to work while enrolled.
• Compare public, private, online, and hybrid program costs.
• Ask about transfer credits, prior learning policies, and employer tuition support.
• Search for scholarships, grants, fellowships, and loan forgiveness programs early.

Could transitioning to a school psychologist role broaden my professional impact?

Special education teachers who want to focus more deeply on assessment, mental health, behavioral support, and schoolwide intervention may consider school psychology. This path is different from classroom teaching and typically requires additional graduate preparation, supervised experience, and state-specific credentialing. Reviewing school psychologist requirements Connecticut can help educators understand whether the role fits their goals, timeline, and interest in clinical and educational assessment.

How can mentorship and professional networking boost career growth?

Mentorship can shorten the learning curve for special education teachers. A strong mentor can help with IEP writing, family meetings, collaboration with paraprofessionals, behavior plans, documentation systems, and managing emotional stress. Networking also exposes teachers to new instructional models, district opportunities, and related career paths.

Professional relationships across education can be especially useful for teachers considering certification changes or additional subject areas. Educators exploring broader teaching options can compare requirements through resources such as how to become an English teacher in Connecticut.

Can early childhood education insights broaden special education effectiveness?

Early childhood education knowledge can strengthen special education practice, especially for teachers working with young learners, developmental delays, communication needs, or early intervention teams. Understanding developmental milestones, play-based learning, family engagement, and early screening can help teachers design more responsive supports.

Special educators who want to deepen this perspective can review preschool teacher requirements in Connecticut to better understand how early childhood preparation intersects with special education practice. This can be useful for teachers working in preschool, kindergarten, elementary intervention, or transition planning from early intervention services into school-based supports.

Can my special education expertise benefit a transition to elementary school teaching?

Special education teachers often develop skills that transfer well to elementary classrooms: differentiated instruction, behavior support, progress monitoring, family communication, and individualized lesson planning. These strengths can be valuable in general education settings where teachers must support a wide range of learners.

However, moving into elementary teaching may require a different certification area or additional state requirements. Teachers considering the switch should review how to become an elementary school teacher in Connecticut before assuming their current credential is sufficient for a general education classroom assignment.

Is a BCBA Certification a Valuable Addition to a Special Educator's Skillset?

BCBA certification can be valuable for special education teachers who want advanced training in applied behavior analysis. This credential may be especially relevant for educators who work with students with behavioral needs, autism, communication challenges, or intensive intervention plans.

A BCBA pathway requires specific preparation and should be evaluated carefully before enrollment. Teachers should consider the cost, supervised experience requirements, time commitment, and whether they want to remain classroom-based or move toward behavior specialist roles. For educators interested in this option, learning how to become a BCBA in Connecticut can clarify the steps involved.

Career Transitions for Special Education Teachers in Connecticut

Special education experience can lead to several related roles inside and outside public schools. Teachers may move into private schools, consulting, behavior support, school leadership, advocacy, counseling-related fields, or program coordination. The right transition depends on whether you want more flexibility, higher-level influence, different student populations, or a change in daily workload.

Private schools may appeal to teachers who want smaller settings or mission-specific programs, but requirements and working conditions can differ from public schools. Educators considering that route can review how to become a private school teacher in Connecticut to understand expectations before making a move.

Other SPED professionals pursue roles such as educational consultant, behavior specialist, transition coordinator, nonprofit advocate, or district program coordinator. These positions often reward classroom credibility, communication skills, legal awareness, and the ability to solve student-support problems at a systems level.

One former SPED teacher described the shift into advocacy this way: “After years in the classroom, I wanted to address the barriers that kept showing up across schools. Advocacy let me keep serving students, but from a broader angle.”

Educators exploring allied professions: What opportunities exist beyond special education?

Special education teachers who enjoy targeted intervention may also consider allied student-support professions. Speech-language pathology is one example. Speech-language pathologists assess and treat communication and swallowing disorders, and many work closely with students who receive special education services. Teachers interested in this path can explore how to become a speech language pathologist in Connecticut to understand the education and credentialing differences.

This kind of transition can make sense for educators who want to work intensively on communication, language development, social interaction, and individualized therapy goals rather than managing a full classroom caseload.

Can special education skills translate into substance abuse counseling roles?

Some skills developed in special education—empathetic communication, behavior observation, crisis awareness, documentation, and individualized support—can be useful in counseling-related careers. Substance abuse counseling, however, is a distinct profession with its own training, supervised experience, and licensure requirements.

Educators considering this change should not assume teaching experience alone is enough. They should review state-specific requirements, required coursework, and clinical expectations. A useful next step is reading how to become a substance abuse counselor in Connecticut.

Can substitute teaching enhance career versatility for special education teachers?

Substitute teaching can be useful for new educators exploring school settings, retired teachers seeking flexibility, or special education professionals who want exposure to different grade levels and classroom models. It can also help teachers build classroom management skills and understand how different schools organize student support.

For already-certified special education teachers, substitute teaching is usually a supplemental option rather than a replacement for long-term career planning. Educators interested in flexible school-based work can learn more about how to become a substitute teacher.

Can my special education experience prepare me for school counseling?

Special education teachers often build strong foundations for school counseling: student advocacy, family communication, behavior support, collaboration, and sensitivity to academic and emotional needs. However, school counseling has separate academic preparation and certification requirements.

Teachers considering this transition should compare the role carefully. School counselors typically focus on academic planning, social-emotional support, crisis response, college and career readiness, and student support systems across a school. Reviewing school counselor requirements in Connecticut can help determine whether the path is realistic and worthwhile.

Questions to Ask Before Choosing a Connecticut Special Education Program

• Is the program approved or accepted for Connecticut special education certification?
• Does it include the 36 hours of specific special education courses required by the SDE?
• Where will student teaching take place, and who arranges the placement?
• What licensure exams are required, and how does the program prepare candidates?
• What is the total cost, including fees, testing, books, travel, and lost wages during student teaching?
• Can previous credits transfer into the program?
• Does the program support career changers, working adults, or online learners?
• What are recent graduates doing now, and are they teaching in Connecticut schools?
• Does the program provide advising for certification paperwork and deadlines?
• How does the curriculum address IEPs, behavior supports, assistive technology, and special education law?

What Special Education Teachers in Connecticut Say About Their Careers

• "Working as a special education teacher in Connecticut has been one of the most rewarding experiences of my life. The support from the community and the resources available have allowed me to create an inclusive environment where every child can thrive. Witnessing my students achieve their goals, no matter how small, fills my heart with joy every day." - Janet
• "The collaborative spirit among educators in Connecticut is truly inspiring. I’ve had the opportunity to work alongside dedicated professionals who share a passion for making a difference in the lives of students with special needs. The growth I’ve seen in my students, both academically and socially, has reinforced my commitment to this vital field." - Shannon

"Choosing a career in special education has not only allowed me to advocate for my students but has also enriched my own life in countless ways. The connections I’ve built with families and the community have been invaluable, and seeing my students overcome challenges has taught me the true meaning of resilience. I wouldn’t trade this journey for anything." - Gerald

Key Insights

• Connecticut needs qualified special education teachers, and 25% of all teaching vacancies in 2022 were in special education.
• The usual path includes a state-recognized preparation program, at least 36 hours of required special education coursework, student teaching, licensure exams, background checks, and certification.
• Many candidates complete the process in five to seven years, but career changers may use post-baccalaureate or master’s pathways instead of starting with another bachelor’s degree.
• Salary varies by district, grade level, experience, and credentials, with cited Connecticut figures ranging from around $69,000 to $86,000 annually.
• Before enrolling in any program, verify Connecticut certification alignment, total cost, clinical placement support, testing requirements, and accreditation.
• Special education is legally complex. Teachers must understand IEPs, IDEA, Connecticut regulations, restraint and seclusion rules, and equity concerns in identification and services.
• Advanced degrees and certifications can support movement into leadership, behavior analysis, consulting, school counseling, school psychology, or other student-support careers.
• The best candidates enter the field with both commitment and realism: the work is meaningful, but caseloads, documentation, emotional demands, and compliance responsibilities are significant.

References:

• Connecticut General Assembly (December 2022). Issue Brief: Teacher Shortage. https://www.cga.ct.gov/2022/rpt/pdf/2022-R-0273.pdf
• Connecticut Judicial Branch (n.d.). Connecticut Law About Special Education. jud.ct.gov https://www.jud.ct.gov/lawlib/law/specialeducation.htm
• Kolmar, C. (March 2024). Special Education Teacher Salary By State: Highest-Paid Special Education Teachers by State [2024]. Zippia. https://www.zippia.com/advice/special-education-teacher-salary-by-state
• O*NET OnLine (n.d.). Occupation Keyword Search. https://www.onetonline.org/find/quick?s=special+education+teachers Data Retrieved on October 30, 2024
• Schexnider, W.G. (August 2021). UNDERSTANDING PRINCIPALS’ KNOWLEDGE OF SPECIAL EDUCATION. Boise State University. https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=3008&context=td
• U.S. Bureau of Labor Statistics (April 2024). May 2023 State Occupational Employment and Wage Estimates, Connecticut. https://www.bls.gov/oes/2023/may/oes_ct.htm
• U.S. Bureau of Labor Statistics (April 2024). Occupational Employment and Wages, May 2023, 25-2059 Special Education Teachers, All Other. https://www.bls.gov/oes/current/oes252059.htm