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How much do special ed assistant jobs pay per hour?

As of Jul 16, 2026, the average hourly pay for special ed assistant in the United States is $18.59, according to ZipRecruiter salary data. Most workers in this role earn between $14.90 and $20.43 per hour, depending on experience, location, and employer.

What are some common challenges Special Ed Assistants face when supporting students with diverse needs?

Special Ed Assistants often work with students who have a wide range of abilities and behavioral challenges, which can require flexibility and patience. Balancing individualized support while helping the teacher manage the whole classroom can be demanding, especially when students need different types of interventions. Effective communication with teachers, therapists, and families is crucial to ensure consistency and progress. Despite these challenges, many assistants find the role rewarding as they witness student growth and help create an inclusive learning environment.

What is the highest paying job in special education?

The highest paying roles in special education typically include special education directors, school administrators, and behavior analysts, with salaries often exceeding $80,000 annually. Advanced certifications, extensive experience, and leadership responsibilities contribute to higher compensation in these positions.

How much do special ed aides make?

In Texas, special education aides typically earn between $20,000 and $30,000 annually, depending on experience, education, and school district. The average salary is around $24,000 to $26,000 per year, with some districts offering additional benefits or stipends for certification or specialized skills.

What qualifications do you need for a TA?

To become a Special Ed Assistant, candidates typically need a high school diploma or equivalent, with some positions requiring postsecondary education or relevant coursework. Many roles also prefer prior experience working with children or individuals with special needs, and some states or districts may require certification or training in special education or behavior management.

What are Special Ed Assistants?

Special Ed Assistants, also known as Special Education Paraprofessionals or Teacher's Aides, are professionals who support teachers in classrooms that serve students with special needs. They help implement individualized education plans (IEPs), provide direct assistance to students with disabilities, and facilitate communication between students, teachers, and families. Their roles may include helping with academic tasks, behavior management, personal care, and classroom organization. Special Ed Assistants play a critical role in creating a supportive and inclusive learning environment for all students.

What is the difference between Special Ed Assistant vs Paraprofessional?

AspectSpecial Ed AssistantParaprofessional
Required CredentialsHigh school diploma or equivalent; some roles may require additional certificationsHigh school diploma or equivalent; often similar certification requirements
Work EnvironmentSpecial education classrooms, resource rooms, or inclusive settingsClassrooms, support roles across various educational settings
Employer & Industry UsageSchools, districts, special education programsSchools, districts, general and special education settings
Common Search & ComparisonYesYes

The Special Ed Assistant and Paraprofessional roles are similar, often sharing educational requirements and work environments. Both support teachers and students, especially in special education settings. The main difference lies in terminology used by different districts or states, but their responsibilities and qualifications are largely aligned.

What do you need to be a special ed assistant?

To become a special education assistant, candidates typically need a high school diploma or equivalent, and some positions may require relevant experience or certification in special education or related fields. Strong communication skills, patience, and the ability to work with diverse student needs are essential. Some districts may also require background checks and training in first aid or behavior management.

What are the key skills and qualifications needed to thrive as a Special Ed Assistant, and why are they important?

To thrive as a Special Ed Assistant, you need knowledge of special education practices, classroom support techniques, and often a high school diploma or relevant coursework in education or child development. Familiarity with Individualized Education Programs (IEPs), assistive technology, and basic data tracking systems is typically required. Patience, empathy, strong communication, and adaptability are essential soft skills for effectively supporting students with diverse needs. These abilities ensure that students receive individualized attention and support, promoting their academic and personal growth in inclusive educational settings.
More about Special Ed Assistant jobs
What cities are hiring for Special Ed Assistant jobs? Cities with the most Special Ed Assistant job openings:
What are the most commonly searched types of Special Ed jobs? The most popular types of Special Ed jobs are:
What states have the most Special Ed Assistant jobs? States with the most job openings for Special Ed Assistant jobs include:
Special Ed Assistant jobs near you
Infographic showing various Special Ed Assistant job openings in the United States as of July 2026, with employment types broken down into 1% As Needed, 75% Full Time, 21% Part Time, 1% Temporary, and 2% Contract. Highlights an 99% Physical, and 1% Remote job distribution, with an average salary of $38,674 per year, or $18.6 per hour.
Special Education Teacher Assistant - VI (Visually Impaired)

Special Education Teacher Assistant - VI (Visually Impaired)

Washtenaw Intermediate School District

Ann Arbor, MI • On-site

$15.25 - $20.75/hr

Full-time

Re-posted 11 days ago

Job description

Position Type:
Support Staff/Special Ed Assistant
Date Posted:
4/7/2026
Location:
Huron High School
Closing Date:
Until Filled
District:
Ann Arbor Public Schools
POSITION TITLE: Special Education Teacher Assistant for VI (Visually Impaired) Student
POSITION LOCATION: Huron High School
SALARY AAEA/P Salary Schedule
REPORTING RELATIONSHIP: Classroom Teacher/Building Principal
QUALIFICATIONS REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.
EDUCATION AND EXPERIENCE
  • High school diploma or equivalent and at least one of the following:
    • Associates or Bachelor's degree.
    • 60 credit hours from approved post secondary institution, or CDA certificate with the ability to complete additional 30 hours.
    • Have passing score on one of the following state approved academic assessments:
      • Michigan Test for Teacher Certification (MTTC).
      • ETS ParaPro Assessment.
  • Experience working with special education students.
  • Must be able to perform academic work at the level of assignment (K-8 or secondary).
  • CPI training or willingness to be trained.
  • ABA training desired.

JOB RESPONSIBILITIES
  • Maintenance and disciplinary activities in lunchroom and in other school settings.
  • Assist students with bus arrival and departure.
  • Provide assistance with behavior management, physical management and social skills.
  • Work with teacher to modify and create instructional materials.
  • Work together as a team with teacher(s) and other support staff.
  • Assist students with self-care needs, which will include personal hygiene and toileting.
  • Facilitate communication between students, staff and family members.
  • Maintain accurate records monitoring student progress.
  • Monitor activities to ensure safety of student, classmates and other staff.
  • Accompany students on field trips.
  • Willingness to be trained in the areas of: seizure protocol, administering medications, asthma/allergy care, oral feeding protocols, Gastrostomy tube feedings, orthotics and other areas as needed.
  • Meal preparation and feeding assistance to students.
  • Willingness to be trained on and implement the use of communication devices, apply technology to students academic, social and functional activities.
  • Communicating daily with classroom teachers, school staff, and TCVI regarding VI-specific student needs.
  • Attends classes, including specials and field trips as needed to support student.
  • With classroom teachers and school staff, identifying curricular materials in need of transcription or adaptation.
  • Prepares adapted materials in Braille and/or other formats such as enlarged or digital print.
    • Produces daily student work such as: worksheets, presentation slides, and other daily assignments and materials.
    • Transposing materials that are presented in inaccessible formats, online platforms and applications. (Schoology, Pair Deck, etc.)
  • Transposes Braille produced by students into print.
  • Reinforce skills being taught by the TCVI and COMS, including Braille reading skills, mobility skills, independence, assistive technology devices, features, and software, and use of online platforms and distance learning educational tools.
  • Encourage independent work and problem solving by the student and support when appropriate.
  • Transporting adapted materials from WISD TLC to students' school or home in a timely manner.
  • Regular and reliable attendance.
  • Other duties as assigned.
  • This is a full time position, requiring regular reliable and predictable attendance on site to successfully perform the essential functions of this job.

Responsibilities of a Teacher Assistant/Paraprofessional working with a Blind or Visually Impaired Student
  • TA is provided with the necessary technology, equipment, and supplies to produce Braille for the student at the local school
    • PC Laptop
    • Scanner
    • Software
      • Duxbury, JAWS, OCR software, TeamViewer
    • Braille embosser for computer
    • Perkins manual embosser
    • Workspace and equipment storage space
    • Training in Braille and other specialized VI equipment and VI trainings
      • Braillenote Touch, JAWS, Zoomtext, CCTVs, WISD VI workshops
    • TA is provided with time to prepare materials
      • (example: while student is independently working or with other Special Ed support instruction)

MINIMUM QUALIFICATIONS
  • (District minimum qualifications )
  • Student focused: Understands the needs of the student(s) and works to ensure those needs are met within their control and capacity.
  • Technology skills including email, word processing and editing, email, teleconferencing software, Google Drive and apps, copiers and scanners.
  • Ability to respond quickly to, and anticipate, emergent student needs.
    • Examples: translate unanticipated inaccessible documents, verbally describe visual documents presented in class, or last minute assignments from teachers.
  • Willing to be trained in VI technologies and skills including assistive technology and Braille.
  • High communication skills, including between teachers, school staff, TCVI and COMS.
  • Organizational skills: Keep records, organized files, and other documents.
  • Independent: Anticipate and respond to student needs without constant oversight.
  • Problem solving: Generate solutions to problems as they arise.
  • Time management: Able to independently complete tasks on time.

IDEAL QUALIFICATIONS
  • At least one academic year of experience working with a blind or visually impaired student. Two years preferred.
  • Proficient in Braille (including Nemeth code).
  • Proficient with assistive technology for the blind and visually impaired
    • Braille embossers, Perkins Brailler, Braille notetakers, screen reader software, screen magnification software, CCTV and magnifiers, scanners, OCR, PDF editing, annotation apps, text to speech and speech to text.
  • Proficient in creating tactile adaptations such as tactile images and graphs.
  • Proficient in Cranmer abacus for math.
  • Proficient in use of tactile and low vision tools such as Braille rulers and protractors.

LANGUAGE SKILLS
  • Read, write and comprehend basic instructions, short correspondence, and memos.
  • Effectively present information in one-on-one and small group situations to staff, parents, students and administrators.
  • Communicate clearly and concisely both orally and in writing.

MATHEMATICAL SKILLS
  • Add, subtract, and multiply and divide in all units of measure, using whole numbers, common fractions, and decimals.

REASONING ABILITY
  • Apply common sense understanding to carry out instructions furnished in written, oral, or diagram form
  • Deal with problems involving a few concrete variables in standardized situations.

OTHER SKILLS and ABILITIES
  • Work with parents and children of diverse cultural backgrounds.
  • Develop effective working relationships with students, staff, and the school community.
  • Perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee will bend or twist at the neck more than the average person While performing the duties of this job, the employee will lift up to 50 lbs frequently every day. The employee will be lifting, transferring and positioning students multiple times throughout the day, every day. The employee is directly responsible for safety, well-being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate to loud. The employee is frequently required to interact with public and staff and is directly responsible for the safety, well-being or work output of students.
ADA STATEMENT
Ann Arbor Public Schools complies with federal and state disability laws and makes reasonable accommodations for applications and employees with disabilities. If reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact the Human Resources department at hr_info@a2schools.org.
METHOD OF APPLICATION
All applicants must complete the online application at A2schools.org -> District Links -> Job Postings

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