Teacher specializing in hearing impairment and the deaf - Salary and Career
Special Education Teachers

Teacher specializing in hearing impairment and 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 Teacher specializing in hearing impairment and the deaf earn

A Teacher specializing in hearing impairment and 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 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 specializing in hearing impairment and 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 Teacher specializing in hearing impairment and the deaf

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Teacher specializing in hearing impairment and 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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