Pedagogue in special education for the deaf - Salary and Career
Special Education Teachers

Pedagogue in special education for the deaf - 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 Pedagogue in special education for the deaf earn

A Pedagogue in special education for the deaf earns between $1.453 and $4.719 per month, with an average monthly salary of $2.285 and a median salary of $2.025 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 314 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Pedagogue in special education for the deaf

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 2.285 27.423 571 15
1º Quartile 1.453 17.437 363 10
Median Salary 2.025 24.295 506 14
3º Quartile 3.599 43.189 900 24
Higher Salary 4.719 56.630 1.180 31

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 Pedagogue in special education for the deaf

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Pedagogue in special education for the deaf the most in the job market

    • activities of associations for the defense of social rights
    • general public administration
    • elementary school
    • other teaching activities
    • welfare services without accommodation
    • child education - pre-school
    • psychosocial assistance to people with psychic disorders, mental disability and chemical dependency
    • child education - day care
    • higher education - undergraduate and postgraduate
    • high school

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