Professor specializing in exceptional - Salary and Career
Special Education Teachers

Professor specializing in exceptional - 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 specializing in exceptional earn

A Professor specializing in exceptional earns between $1.408 and $4.990 per month, with an average monthly salary of $2.252 and a median salary of $1.791 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 2.602 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Professor specializing in exceptional

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 2.252 27.022 563 15
1º Quartile 1.408 16.898 352 10
Median Salary 1.791 21.487 448 12
3º Quartile 3.806 45.668 951 26
Higher Salary 4.990 59.881 1.248 34

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 specializing in exceptional

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Professor specializing in exceptional the most in the job market

    • activities of associations for the defense of social rights
    • general public administration
    • welfare services without accommodation
    • elementary school
    • associative activities
    • social assistance activities provided in collective and private residences
    • child education - day care
    • child education - pre-school
    • psychosocial assistance to people with psychic disorders, mental disability and chemical dependency
    • other teaching activities

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