According to the 2014–15 Department of Labor Occupational Outlook Handbook, "Employment of special education teachers is projected to grow six percent from 2012 to 2022. … Employment growth will be driven by continued demand for special education services. Many job opportunities will stem from the need to replace teachers who leave the occupation."
With the exception of teachers who work with students with profound and multiple disabilities in self-contained classrooms, the vast majority of special education teachers now work in regular education settings with students who have learning, cognitive, and emotional/behavioral disabilities, thus the needs for cross-categorical certification.
When students with disabilities are served outside of regular education classrooms it is typically in a "resource room" where students with various disabilities are provided specialized instruction, either individually or in small groups. The teacher may spend some time with a student or small group working on such things as study skills, preparing for a test, organization and test-taking strategies, and other strategies that help them learn more effectively and efficiently.
The individual education and placement plans developed for students with special needs are increasingly driven by the student’s instructional and behavioral needs rather than by category of disability diagnosis. Similarly, special education teachers are assigned a caseload of students with special needs based on their education plans rather than disability. Cross-categorical certification allows teachers to effectively plan curriculum for and successfully teach a wide variety of students.