Deaf-blind student teacher - Salary and Career
Special Education Teachers

Deaf-blind student 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 Deaf-blind student teacher earn

A Deaf-blind student teacher earns between $1.371 and $5.760 per month, with an average monthly salary of $2.558 and a median salary of $2.116 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 1.754 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Deaf-blind student teacher

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 2.558 30.701 640 17
1º Quartile 1.371 16.455 343 9
Median Salary 2.116 25.392 529 14
3º Quartile 4.393 52.711 1.098 28
Higher Salary 5.760 69.117 1.440 37

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 Deaf-blind student teacher

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Deaf-blind student teacher the most in the job market

    • activities of associations for the defense of social rights
    • general public administration
    • elementary school
    • welfare services without accommodation
    • child education - day care
    • high school
    • social assistance activities provided in collective and private residences
    • child education - pre-school
    • cleaning in buildings and households
    • associative activities

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