| Important Core Job Duties (in order of importance) For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 100 (%) | Description: Develop or implement strategies to meet the needs of students with a variety of disabilities. |
| Importance: 100 (%) | Description: Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. |
| Importance: 100 (%) | Description: Establish and communicate clear objectives for all lessons, units, and projects to students. |
| Importance: 100 (%) | Description: Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. |
| Importance: 100 (%) | Description: Observe and evaluate students' performance, behavior, social development, and physical health. |
| Importance: 100 (%) | Description: Establish and enforce rules for behavior and procedures for maintaining order among students. |
| Importance: 100 (%) | Description: Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs. |
| Importance: 100 (%) | Description: Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. |
| Importance: 100 (%) | Description: Prepare, administer, or grade tests or assignments to evaluate students' progress. |
| Importance: 100 (%) | Description: Organize and display students' work in a manner appropriate for their perceptual skills. |
| Importance: 98 (%) | Description: Coordinate placement of students with special needs into mainstream classes. |
| Importance: 98 (%) | Description: Guide or counsel students with adjustment problems, academic problems, or special academic interests. |
| Importance: 96 (%) | Description: Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. |
| Importance: 96 (%) | Description: Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. |
| Importance: 96 (%) | Description: Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. |
| Importance: 96 (%) | Description: Interpret the results of standardized tests to determine students' strengths and areas of need. |
| Importance: 96 (%) | Description: Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
| Importance: 96 (%) | Description: Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments. |
| Importance: 96 (%) | Description: Administer standardized ability and achievement tests to elementary students with special needs. |
| Importance: 92 (%) | Description: Teach students personal development skills, such as goal setting, independence, or self-advocacy. |
| Importance: 92 (%) | Description: Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. |
| Importance: 92 (%) | Description: Monitor teachers or teacher assistants to ensure adherence to special education program requirements. |
| Importance: 91 (%) | Description: Modify the general elementary education curriculum for students with disabilities. |
| Importance: 87 (%) | Description: Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs. |
| Importance: 87 (%) | Description: Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. |
| Importance: 84 (%) | Description: Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. |
| Importance: 82 (%) | Description: Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. |
| Importance: 82 (%) | Description: Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. |
| Importance: 78 (%) | Description: Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. |
| Importance: 76 (%) | Description: Organize and supervise games or other recreational activities to promote physical, mental, or social development. |
Sign Language Interpreting Careers and Jobs
Select, Find and Prepare for Sign Language Interpreting Careers and Jobs - all on one page
For fluent ASL speakers who want a credentialed, professional interpreting career. Use the tools below to see which sign language interpreting roles fit your background and goals.
This field requires passing a national certification exam (RID) to work as a professional interpreter in most settings. Use the tools below to explore Sign Language Interpreting-related job titles sorted by growth rate, salary, or required education. You can start with entry points like Interpreting Intern, or look ahead to advanced roles such as Certified ASL Interpreter (RID) or Interpreter Agency Coordinator. Along the way, you will see specific certifications, such as RID (Registry of Interpreters for the Deaf) Certification, that can help you move up the career ladder.
Here is a short Helper Video 
This page will take you through 4 steps to (1) Select from Sign Language Interpreting careers/jobs, (2) Find Sign Language Interpreting job listings, (3) Prepare for Sign Language Interpreting careers, and (4) Provide Sign Language Interpreting career-specific resources.
Step 1: Select a Career/Job: This page starts with 4 ways for you to identify and select from listings of Sign Language Interpreting careers/jobs:
A) Fastest Growing Sign Language Interpreting Careers - 2023 to 2033 (est.)
These listings are based on job growth estimates and helps you to identify the fastest growing and evolving Sign Language Interpreting careers. Some careers may not initially seem related to Sign Language Interpreting, so relevant Sign Language Interpreting jobs are listed alongside each listing. This can also help us to identify which careers (bottom of the listing) may have negative growth - perhaps due to automation or planned obsolescence.
B) Median Annual Salary U.S. Sign Language Interpreting Careers
These listings are sorted (descending) by median annual salary in the U.S. This may help us to identify our ideal career. We may not qualify at this time for the desired career, but this listing and the results provided can help us to explore job details, as well as learn how to appropriately prepare for the career.
C) Sign Language Interpreting Career Ladders (Educational Requirements)
These listings will help us to identify Sign Language Interpreting careers sorted by educational requirements (with the most difficult to obtain listed first). This may help us to identify career ladders (as we scroll down the list), and help us to get jobs that we qualify for now.
D) Select From a Listing of 5 Sign Language Interpreting Jobs.
The list may be quite long. There are two ways you might like to use this list:
1) Filter - As you enter a word, you will filter (limit) the list of job titles
2) Browse the list (Don't Filter) - You can simply explore the list of job titles. There may be many that you might never have considered to be of interest.
Once you have identified a job title of interest, simply click on it.
Step 2: Find a Job: After you have selected a career/job title above, you will see a form asking for your location. You will see several radio selection choices to utilize the job search site of your choice.
Step 3: Prepare For a Career: In this section you will gain access to detailed information to help you prepare for the chosen career. Information may include (not every career choice includes all of the elements below - updates occur quarterly):
Core Duties: Lists the primary worker-related tasks performed in this occupation
Supplemental Duties: Lists additional tasks that are performed but are secondary to the core duties
Work Activities: Summarizes the broad types of behaviors and actions related to this career
Specific Work Activities: Provides more granular day-to-day activities tied to the work performed
Essential Skills: Provides foundational skills that are core to performing this specific occupation
Transferable Skills: Provides career-portable skills that can be applied across multiple occupations and industries
Day-in-the-Life Summaries: Provides a snapshot of the key activities performed on a typical workday in this career
Knowledge Required: Provides the requirements regarding the acquisition of facts and principles
Software Skills: Lists software tools commonly used in this occupation, organized by category and priority
Preparation Required: Provides a summary of the required experience and education
Education Required: Detailed breakdown of the education required
Training and Experience Required: Detailed breakdown of the training and Training and Experience Required
Local Salary Information: Provides national and local salary ranges
Certifications: Provides appropriate government and private-sector certifications and/or credentials that may be required
Professional Associations: Provides professional associations that are related to the career selected
Job Listings: Provides links to active current job listings for the selected career, along with multiple similar job titles to explore. All information appears on this page without navigating away.
Related Careers to Consider: Lists up to 20 careers that might be of interest to you (related to your initial choice - what they do, what they know, and what they're called), ranked by best fit.
** If you clicked on a link from section D (as described in Step 1 above), you will see one or more links to an occupation that is usually a bit more general than your initial job selection - the link(s) is directly related to the specific job you identified through your prior selections.
*NOTE: It is possible that there may not be a career path identified for the specific job you selected in Step 1. If this is the case, scroll up the page and click on a different career/job.
Step 4: Career-Specific Resources (detailed and constantly updated): Continue to scroll down the page and you will find tabs that provide detailed (updated) links specific to the career you selected. This information includes:
Videos: Provides a listing of video links related to this career. A great way to get a quick overview of the occupation.
Resumes: Sources for resume materials and techniques. This can help to get you started.
Job Description: Sources that provide job descriptions, which are vital to resume and interview preparation.
Interviews: Provides links that can help you to prepare for and successfully complete the job interview. Can also assist with coffee chats.
Step by Step: Provides links to resources that can help to organize the career search process.
LinkedIn: One of the best professional social media sites that provides links, opportunities, and networking specifically for careers and career development.
Step 1 of 4: Select a Career/Job
5 Sign Language Interpreting careers are listed below (sorted by Percentage Change in Total Job Openings - 2023 to 2033 est.). Sign Language Interpreting-related jobs specific to each career are also provided. This shows which careers are emerging and growing the fastest. Please Scroll and Select below:
| Occupations | U.S. Job Openings 2023-2033 (% change) | Sign Language Interpreting-Related Jobs |
5 Sign Language Interpreting careers are listed below (sorted by U.S. National Median Salary). Sign Language Interpreting-related jobs specific to each occupation are also provided. Please Scroll and Select below::
| Occupations | National Median Salary | Sign Language Interpreting-Related Jobs |
7 Sign Language Interpreting careers are listed (sorted by Education/Preparation Requirements - descending) to provide career ladders. Sign Language Interpreting-related jobs specific to each career are also provided.
|
Education/Preparation Categories: 5 = Usually requires graduate school (e.g., Master's degree, Ph.D., M.D., or J.D.) 4 = Usually requires a four-year Bachelor's degree 3 = Usually requires vocational training, related on-the-job experience, or Associate's degree 2 = Usually requires a high school diploma or GED, but not always Please Scroll and Select below: |
||
| Occupations | Education/Preparation | Sign Language Interpreting-Related Jobs |
Scroll through the picklist (below). There are 5 specific Sign Language Interpreting job titles listed. Select those that may be of interest - you will get active job listing links, along with detailed resources to help you prepare for a career related to that job.
You can use this form two ways:
Filter - As you enter a keyword, you will filter (limit) the list of job titles below
Browse the list (Don't Filter) - You can simply explore the list of job titles. There may be many that you might never have considered to be of interest.
OR - leave blank and scroll through the choices:
Select a Job Title (Scroll and Select) :
Step 2 of 4: Find a Job
Find Job Listings:
Special Education Teachers, Elementary School.
Step 3 of 4: Prepare For a Career
Special Education Teachers, Elementary School
Description: Teach academic, social, and life skills to elementary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Please click on a section below to expand and see detailed occupational information related to "Special Education Teachers, Elementary School":
Core Duties
Work Activities
| Important General Work Activities (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 95 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 94 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 91 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 85 (%) | Description: Communicating with Supervisors, Peers, or Subordinates: Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Importance: 83 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 80 (%) | Description: Analyzing Data or Information: Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Importance: 79 (%) | Description: Evaluating Information to Determine Compliance with Standards: Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
| Importance: 77 (%) | Description: Processing Information: Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Importance: 77 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 77 (%) | Description: Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Importance: 76 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 76 (%) | Description: Monitoring Processes, Materials, or Surroundings: Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Importance: 75 (%) | Description: Communicating with People Outside the Organization: Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
| Importance: 75 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Importance: 75 (%) | Description: Thinking Creatively: Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Importance: 74 (%) | Description: Training and Teaching Others: Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Importance: 73 (%) | Description: Providing Consultation and Advice to Others: Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
| Importance: 73 (%) | Description: Working with Computers: Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Importance: 72 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 72 (%) | Description: Coaching and Developing Others: Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Importance: 69 (%) | Description: Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others. |
| Importance: 69 (%) | Description: Guiding, Directing, and Motivating Subordinates: Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
| Importance: 68 (%) | Description: Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks. |
| Importance: 68 (%) | Description: Developing and Building Teams: Encouraging and building mutual trust, respect, and cooperation among team members. |
| Importance: 67 (%) | Description: Interpreting the Meaning of Information for Others: Translating or explaining what information means and how it can be used. |
| Importance: 65 (%) | Description: Assisting and Caring for Others: Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Importance: 65 (%) | Description: Performing Administrative Activities: Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
| Importance: 62 (%) | Description: Performing for or Working Directly with the Public: Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. |
Specific Work Activities
| Important Specific Work Activities
How can you begin to build experience and skill doing these? This will help now, to begin preparing for this type of occupation. Specific Work Activities appear below: |
|
| Administer tests to assess educational needs or progress. | |
| Advise students on academic or career matters. | |
| Assess educational needs of students. | |
| Assist students with special educational needs. | |
| Attend training sessions or professional meetings to develop or maintain professional knowledge. | |
| Collaborate with other teaching professionals to develop educational programs. | |
| Develop instructional materials. | |
| Develop instructional objectives. | |
| Develop strategies or programs for students with special needs. | |
| Direct activities of subordinates. | |
| Discuss student progress with parents or guardians. | |
| Display student work. | |
| Encourage students. | |
| Establish rules or policies governing student behavior. | |
| Evaluate student work. | |
| Maintain student records. | |
| Modify teaching methods or materials to accommodate student needs. | |
| Monitor student behavior, social development, or health. | |
| Monitor student performance. | |
| Plan educational activities. | |
| Plan experiential learning activities. | |
| Prepare tests. | |
| Set up classroom materials or equipment. | |
| Teach life skills. | |
| Teach others to use technology or equipment. | |
Knowledge Required
| Knowledge Required (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 94 (%) | Description: Education and Training: Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| Importance: 90 (%) | Description: English Language: Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar. |
| Importance: 83 (%) | Description: Customer and Personal Service: Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
| Importance: 78 (%) | Description: Computers and Electronics: Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Importance: 75 (%) | Description: Mathematics: Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| Importance: 70 (%) | Description: Administration and Management: Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. |
| Importance: 69 (%) | Description: Psychology: Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
| Importance: 68 (%) | Description: Public Safety and Security: Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
| Importance: 67 (%) | Description: Administrative: Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology. |
| Importance: 63 (%) | Description: Therapy and Counseling: Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. |
Essential Skills
| Essential Skills (in order of importance)
These are the foundational skills most central to success in this occupation. For the Top 5 most important, how can you begin building experience and confidence using these skills now? |
|
| Importance (%) | Description |
| Importance: 71 (%) | Description: Active Listening: Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Importance: 71 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 68 (%) | Description: Reading Comprehension: Understanding written sentences and paragraphs in work-related documents. |
| Importance: 68 (%) | Description: Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Importance: 66 (%) | Description: Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| Importance: 62 (%) | Description: Writing: Communicating effectively in writing as appropriate for the needs of the audience. |
| Importance: 60 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Importance: 58 (%) | Description: Active Learning: Understanding the implications of new information for both current and future problem-solving and decision-making. |
Transferable Skills
| Transferable Skills (in order of importance)
These are skills that can transfer across occupations and industries. For the Top 5 most important, how can you strengthen these skills now so they support both this career and future career flexibility? |
|
| Importance (%) | Description |
| Importance: 71 (%) | Description: Instructing: Teaching others how to do something. |
| Importance: 68 (%) | Description: Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do. |
| Importance: 60 (%) | Description: Service Orientation: Actively looking for ways to help people. |
| Importance: 60 (%) | Description: Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Importance: 58 (%) | Description: Complex Problem Solving: Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Importance: 56 (%) | Description: Coordination: Adjusting actions in relation to others' actions. |
| Importance: 52 (%) | Description: Persuasion: Persuading others to change their minds or behavior. |
| Importance: 52 (%) | Description: Time Management: Managing one's own time and the time of others. |
Day-in-the-Life Summaries
| Day-in-the-Life Summaries These summaries show the main types of activities you are likely to perform on a regular basis in this occupation. How can you imagine your typical workday — using these examples to see if this type of work fits you? |
| Activity: Advise others on educational or vocational matters. |
| Activity: Assess student capabilities, needs, or performance. |
| Activity: Assist individuals with special needs. |
| Activity: Collaborate in the development of educational programs. |
| Activity: Develop educational programs, plans, or procedures. |
| Activity: Develop safety standards, policies, or procedures. |
| Activity: Maintain current knowledge in area of expertise. |
| Activity: Maintain operational records. |
| Activity: Monitor individual behavior or performance. |
| Activity: Prepare informational or instructional materials. |
| Activity: Provide support or encouragement to others. |
| Activity: Set up classrooms, facilities, educational materials, or equipment. |
| Activity: Supervise personnel activities. |
| Activity: Teach life skills. |
| Activity: Train others to use equipment or products. |
Software Skills
|
Software Skills These are examples of software tools commonly used in this occupation, organized from most to least important for your career preparation. How can you start learning or practicing the highest-priority tools so that you feel confident using them on the job? |
| Emerging Tech Skills |
| Electronic mail software: |
| Microsoft Outlook |
| Office suite software: |
| Microsoft Office software |
| Presentation software: |
| Microsoft PowerPoint |
| Spreadsheet software: |
| Microsoft Excel |
| Word processing software: |
| Microsoft Word |
| General Software Tools |
| Computer based training software: |
| Children's educational software EasyCBM Rethink Ed Scientific Learning Fast ForWord |
| Data base user interface and query software: |
| American Sign Language Browser Individualized Educational Program IEP software |
| Device drivers or system software: |
| Screen magnification software Screen reader software Synapse outSPOKEN The vOICe Learning Edition |
| Electronic mail software: |
| Email software |
| Graphics or photo imaging software: |
| Drawing software |
| Internet browser software: |
| Web browser software |
| Voice recognition software: |
| goQ WordQ Nuance Dragon NaturallySpeaking Voice activated software |
Preparation Required
| Preparation Required - How much preparation is needed to obtain this type of job? |
| Job Zone Four: Considerable Preparation Needed |
| A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. |
| Most of these occupations require a four-year bachelor's degree, but some do not. |
| Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators. |
Education Required
| Education Required - by frequency of educational attainment This shows you details about the level of education most commonly held by workers in this occupation. How can you begin planning the educational pathway that will prepare you best for this type of work? |
|
| Frequency of Attainment (%) | Level of Education |
| Frequency of Attainment: 51.4 (%) | Level of Education: Bachelor's Degree |
| Frequency of Attainment: 37.7 (%) | Level of Education: Master's Degree |
| Frequency of Attainment: 10.3 (%) | Level of Education: High School Diploma - or the equivalent (for example, GED) |
| Frequency of Attainment: 0.3 (%) | Level of Education: Associate's Degree (or other 2-year degree) |
| Frequency of Attainment: 0.2 (%) | Level of Education: Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. |
| Frequency of Attainment: 0.1 (%) | Level of Education: Post-Master's Certificate - awarded for completion of an organized program of study; designed for people who have completed a Master's degree but do not meet the requirements of academic degrees at the doctoral level. |
Training and Experience Required
| Training and Experience Required - by frequency of training and work experience attainment This section shows you how often different types of training and work experience are required for this occupation. How can you start gaining the kinds of experience and training that are most common for this type of work? |
|
| Frequency of Attainment (%) | Level of Training and Work Experience |
| Frequency of Attainment: 33.3 (%) | Level of Training and Work Experience: Over 6 months, up to and including 1 year |
| Frequency of Attainment: 32.6 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 21.8 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 11.1 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 1.0 (%) | Level of Training and Work Experience: Over 3 months, up to and including 6 months |
| Frequency of Attainment: 0.1 (%) | Level of Training and Work Experience: Up to and including 1 month |
| Frequency of Attainment: 0.1 (%) | Level of Training and Work Experience: Over 1 month, up to and including 3 months |
Local Salary Information
There are no Salary data available for this occupation - updates are made quarterly
Professional Associations
| Professional Associations These associations connect people who work in this occupation or related fields. How can you start using these associations to learn more, build your network, or find mentoring opportunities? |
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Council for Children with Behavioral Disorders (CCBD)
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Council for Exceptional Children (CEC)
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Job Listings
| Job Listings and Similar Occupational Titles - scroll and click to identify common requirements, keywords, and skills in current job listings |
Related Careers to Consider
Step 4 of 4: Career-Specific Resources
This section contains detailed external resources appropriate to "Special Education Teachers, Elementary School". Explore these resources to start learning more. Links are constantly updated, so bookmark this page.
Videos
Here is a listing of videos related to this career. A great way to get a quick overview of the occupation.
Resumes
Here are resources that allow you to see example resumes for this occupation. It may be helpful to see examples from others who have this type of experience.
Job Description
Here are resources that provide job descriptions, which are vital for resume and interview preparation.
Interviews
There are many great resources that can help guide you through the interview process. These links provide help in preparing and performing an effective interview, specific to this occupation.
Step-by-Step
Here are links to help guide you, step-by-step, to become a(n): Special Education Teachers, Elementary School
LinkedIn®
Here are links to various posts and groups from LinkedIn ® that relate to this occupation. Great way to start building professional contacts in the field that might be most appropriate for you.
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