Teacher of students with mental disabilities - Salary and Career
Special Education Teachers

Teacher of students with mental disabilities - 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 mental disabilities earn

A Teacher of students with mental disabilities 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 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 2.602 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Teacher of students with mental disabilities

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 Teacher of students with mental disabilities

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Teacher of students with mental disabilities 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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