Visual rehabilitation teacher - Salary and Career
Special Education Teachers

Visual rehabilitation teacher - 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 Visual rehabilitation teacher earn

A Visual rehabilitation teacher 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 Visual rehabilitation teacher

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 Visual rehabilitation teacher

Special Education Teachers must:

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

  • Activities

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

    Sectors that hire Visual rehabilitation teacher 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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