Teacher of students with audio-communication disorders - Salary and Career
Special Education Teachers

Teacher of students with audio-communication disorders - 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 Teacher of students with audio-communication disorders earn

A Teacher of students with audio-communication disorders 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 Averwage.com 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 Teacher of students with audio-communication disorders

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 Teacher of students with audio-communication disorders

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Teacher of students with audio-communication disorders 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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