Professor of functional rehabilitation for the blind - Salary and Career
Special Education Teachers

Professor of functional rehabilitation for the blind - 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 Professor of functional rehabilitation for the blind earn

A Professor of functional rehabilitation for the blind 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 Professor of functional rehabilitation for the blind

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 Professor of functional rehabilitation for the blind

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Professor of functional rehabilitation for the blind the most in the job market

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

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