The short answer on Special Education Teacher
Ask five people what Special Education Teacher means and you will get five answers that overlap without agreeing. The disagreement is not pedantry: it changes what you actually do next.
Three parts are doing the work here: Special sets the approach, Teacher names what it is aimed at, and the education in between is where most of the disagreement actually lives.
Where this usually goes wrong is that hands raised in a classroom are evidence the class has understood — a mistake that is invisible until something unfamiliar turns up.
Why teacher is the part that matters
Among classroom teachers, instructional coaches and school leaders, this is one of those ideas that seems abstract until the moment it is not — typically in a classroom of thirty with eleven minutes left in the period.
Once you separate the special framing from the teacher practice, the idea gets considerably more useful and considerably less quotable.
Two questions to work with
Open with Which students in the room can already explain this, and how do you know? — a diagnostic, not a test.
Follow with What question would tell you the difference between recall and understanding?, which is where the actual thinking happens.
Making it routine
In practice this means planning three questions of increasing depth before the lesson, and using the third only when the first two land.
The signal to watch for is more students volunteer reasoning rather than answers.
Next steps
The natural continuation from here is the classroom question banks in the resources section, then a demo built around one of your own lessons.