Braille teacher - Salary and Career
Special Education Teachers

Braille teacher - Career description, activities, functions and salary

They promote the education of students with special educational needs, teaching them to read and write in Portuguese and Braille, calculate, express themselves, solve problems and activities of daily living, develop skills, attitudes and values, develop functional activities and programs of essential stimulation and education of young people and adults, assessing the educational needs of students, carrying out activities such as: planning, evaluating, developing materials, researching and disseminating knowledge in the area, can direct and coordinate special education establishments.

How much does an Braille teacher earn

A Braille teacher earns between $1.287 and $4.441 per month, with an average monthly salary of $2.110 and a median salary of $1.953 according to an salary survey along with to data of professionals hired and fired by companies in the labor market.

Our research is based on the salaries of 145 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Braille teacher

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 2.110 25.322 528 14
1º Quartile 1.287 15.446 322 8
Median Salary 1.953 23.434 488 13
3º Quartile 3.387 40.641 847 22
Higher Salary 4.441 53.290 1.110 29

Professional job categories

  • Science and arts professionals
    • teaching professionals
      • other teaching professionals not previously rated
        • special education teachers

Related Positions:

Main workplaces

Special Education Teachers they work in teaching, health and social services, research and development, recreational, cultural and sporting activities and public administration, defense and social security. They are statutory or registered employees, work both individually and in an interdisciplinary team, with occasional supervision, indoors and during daytime hours. Eventually, they work in uncomfortable positions for long periods, in some activities they can work under pressure, leading them to a stressful situation. They may also be exposed to loud noise, unsanitary conditions and physical aggression.

What does it take to work in the field of Special Education Teachers

The exercise of these occupations requires higher education in the area of education, with courses or specializations in the area of special education.

Functions and activities of Braille teacher

Special Education Teachers must:

  • acting in the teaching-learning process;
  • research on topics of interest in the area;
  • disseminate knowledge of the area;
  • search about topics of interest in the area;
  • assess the educational needs of students;
  • forming professionals to work in the area;
  • assess students' educational needs;
  • participate in pedagogical-administrative activities;
  • search on topics of interest in the area;
  • divulgar knowledge of the area;
  • prepare pedagogical materials and specific resources;
  • disseminate knowledge in the area;
  • participate in the development of different educational assistance programs;
  • search for topics of interest in the area;
  • training professionals to work in the area;
  • demonstrate personal skills;
  • evaluate students' educational needs;
  • participate in the elaboration of the school's political-pedagogical project;
  • evaluate student educational needs;
  • disseminate area knowledge;
  • act in the teaching-learning process;

  • Activities

    • prepare materials with motor and postural adaptations;
    • performing recreational activities aimed at socio-affective interaction;
    • adapt the curriculum to the students' needs;
    • guiding volunteers for special education in communities;
    • participate in the organization of seminars, forums and other events;
    • analyze bibliographies on syndromes and pathologies;
    • monitoring student training in companies;
    • demonstrate the ability to articulate different realities;
    • work in educational qualification programs;
    • organize exhibitions of student work;
    • teaching work orientation classes;
    • participate in pedagogical meetings;
    • prepare instructors to work in the apprentice's professional training;
    • prepare self-contract materials;
    • master sign language;
    • establish partnerships with families;
    • create material in brazilian sign language (libras) and portuguese language;
    • produce videotapes with subtitles and sign language;
    • demonstrate observation skills;
    • participate in area associations;
    • transcribe texts in enlarged types;
    • elaborate codes of social interaction;
    • participate in the planning of school-family integration activities -community;
    • elaborate projects to assist young people and adults;
    • participate in lectures and courses;
    • deliver lectures and courses;
    • demonstrate ability to motivate others;
    • participate in the assessment of students' expressive communication;
    • participate in the assessment of students' receptive communication;
    • search sign language;
    • evaluate student learning styles and paces;
    • develop visual material for students;
    • disseminate sign language to the community;
    • demonstrate planning ability;
    • apply the legislation on the rights of people with special learning needs;
    • demonstrate ability to recognize own limitations;
    • performing activities for orientation and mobility;
    • participate in the preparation of texts on topics in the area;
    • demonstrate flexibility;
    • adapt teaching games in braille and in enlarged types;
    • prepare professionals for educational work in hospitals;
    • participate in the organization of events on prevention;
    • forward the student to protected, vocational or occupational workshops;
    • develop research projects;
    • demonstrate ability to study and research;
    • perform pedagogical and cultural activities in hospitals;
    • study the proposals of educational legislation;
    • forward the student to the job market;
    • prepare teachers for inclusion classes;
    • elaborate a lesson plan;
    • develop assistance programs for youth and adults;
    • prepare deaf instructors to work in teaching modalities;
    • elaborate assessment instruments;
    • teaching activities of daily living (adl);
    • guiding work in the reading room;
    • guiding student internships;
    • research bibliography on syndromes and pathologies;
    • transcribe students' braille texts in ink;
    • search bibliography on syndromes and pathologies;
    • identify students' learning needs;
    • working with augmentative and alternative communication;
    • disclose the results of research projects;
    • working with computer language resources;
    • direct institutions that serve students with special learning needs;
    • plan activities based on the visual experience of students;
    • forward the student to training in companies;
    • demonstrate leadership ability;
    • work in educational rehabilitation programs;
    • contribute to the elaboration of magazines, newspapers and newsletters;
    • analyze pedagogical proposals;
    • teaching contents of curricular subjects;
    • research the use of technologies;
    • disseminate written sign language to the community;
    • plan the evaluation of the teaching-learning process;
    • develop projects with non-school institutions;
    • demonstrate ability to manage educational establishments;
    • elaborate essential stimulation projects;
    • teaching the use of soroban for mathematical calculations;
    • participate in the activities of the sensory integration program;
    • provide specialized pedagogical support services in different teaching modalities ;
    • search for special education topics;
    • create materials for alternative communication;
    • demonstrate ability to articulate different realities;
    • participate in research projects;
    • teaching to organize reference objects to anticipate daily activities;
    • participate in school inclusion programs;
    • forward student to regular education;
    • demonstrate ability to work in a team;
    • develop essential stimulation projects;
    • prepare functional activities that involve the community;
    • participate in the evaluation process of the student's psychomotor and cognitive aspects;
    • demonstrate ability to manage frustrations;
    • plan individual educational intervention programs;
    • study the written language of sign language;
    • demonstrate improvisational skills;
    • plan curriculum components according to year/cycle;
    • proceed ethically;
    • analyze the results of assessments of professionals from other areas;
    • evaluate receptive student communication;
    • develop functional activities that involve the community;
    • assess beginner student knowledge;
    • participate in category associations;
    • coordinate course;
    • teaching the use of reference objects;
    • teaching the activities of autonomous living;
    • master braille;
    • pedagogically coordinate institutions serving students with special learning needs;
    • prepares the community to use orientation and mobility techniques;
    • correcting student work;
    • preparing the community to use braille;
    • developing activities of the different curricular components in libras and portuguese;
    • participate in the preparation of newsletters on forms of communication;
    • search written sign language;
    • create didactic-pedagogical materials;
    • teaching portuguese as a second language;
    • mastering content and methodologies in the area;
    • participate in the elaboration of the school curriculum;
    • work in essential stimulation programs;
    • transcribe texts in ink into braille;
    • plan extracurricular activities;
    • prepare the sign language interpreter to work in the teaching modalities;
    • participate in health and education forums;
    • register grades and contents in class diaries;
    • forward students to specific assessments;
    • provide advice to the school community;
    • prepare instructors to work in the professional training of the apprentice;
    • indicate institutions for vocational education practices;
    • demonstrate ability to interpret sign language;
    • participate in the preparation of information on prevention;
    • participate in class councils;
    • demonstrate ability to work with differences;
    • develop educational assistance programs;
    • research language acquisition strategies;
    • establish partnerships with multidisciplinary teams;
    • work on the theme of prejudice in different types of events;
    • record texts in different media (tapes, multimedia etc);
    • demonstrate ability to direct educational establishments;
    • demonstrate ability to work with individualized teaching;
    • research visual and spatial experience of deaf and deafblind people;
    • make didactic-pedagogical materials;
    • develop assistance programs for young people and adults;
    • evaluate students' expressive communication;
    • teaching recreational activities;
    • developing professional activities with students;
    • implement educational assistance programs;
    • elaborate records of student progress;
    • master different forms of communication;
    • study approaches to augmentative and alternative communication;
    • preparing the community to interact with people with special educational needs;
    • training an interpreter guide for the deaf and blind;
    • assess students' learning styles and paces;
    • direct institutions serving students with special learning needs;
    • grant interviews to the mass media;
    • coordinate course;
    • develop projects for the care of young people and adults;
    • teaching curriculum contents in sign language and portuguese;
    • delivering work orientation classes;
    • define school contents;
    • participate in the process of evaluating the student's psychomotor and cognitive aspects;
    • adapt the curriculum to the needs of students;
    • alphabetizing in braille;
    • assess beginner student's knowledge;
    • evaluate school performance;
    • prepare visual cues for contextualizing environments;
    • demonstrate tolerance;
    • participating in the activities of the sensory integration program;
    • elaborate proposals for teaching portuguese as a second language ;
    • participate in the elaboration of the teaching plan;
    • select activities and physical and material resources;
    • create textures, reliefs that convey knowledge;
    • indicate institutions for professional education practices;
    • demonstrate creativity;
    • evaluate the linguistic performance of the deaf;
    • demonstrate pedagogical coordination capacity of educational establishments;
    • planning extracurricular activities;
    • teaching work orientation classes;
    • evaluate project results;
    • teaching portuguese language;
    • prepare reports;
    • analyze new theories for practical implementation;

    Sectors that hire Braille teacher the most in the job market

    • activities of associations for the defense of social rights
    • manpower selection and agency
    • elementary school
    • welfare services without accommodation
    • general public administration
    • temporary labor lease
    • cleaning in buildings and households
    • social assistance activities provided in collective and private residences
    • child education - pre-school
    • support activities for education

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