Teachers of the Hearing Impaired
Overview
Snapshot
Summary
Teachers of the Hearing Impaired teach academic and living skills to hearing impaired students.
Tasks
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Assesses students' abilities and limitations.
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Plans, organises and implements special programmes to provide remedial or advanced tuition.
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Administers various forms of assessment and interprets the results.
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Teaches basic academic subjects, and practical and self-help skills to hearing impaired students.
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Devises instructional materials, methods and aids to assist in training and rehabilitation.
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Advises, instructs and counsels parents and teachers on the availability and use of special techniques.
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Stimulates and develops interests, abilities, manual skills and co-ordination.
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Confers with other staff members to plan and schedule lessons for special needs students.
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Prepares and maintains student data and other records and submits reports.
Characteristics
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University
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Creative
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Helping
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Sedentary
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Light
Outlook
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Special Education Teachers, under the outlook section.
Earnings and hours
Working arrangements
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Around 51% of people employed as Teachers of the Hearing Impaired work full-time hours, in all their jobs combined. This is 15 percentage points below the all jobs average (66%).
Full-time workers work an average of 42 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Industries
Main industries
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Most Teachers of the Hearing Impaired work in the Education and training industry.
Source: Based on ABS Census 2016, Customised Report.
Regions
Employment across Australia
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Employment by State and Territory (% Share)
State | Teachers of the Hearing Impaired | All Jobs Average |
---|---|---|
NSW | 40.7 | 31.6 |
VIC | 30.0 | 25.6 |
QLD | 9.9 | 20.0 |
SA | 4.7 | 7.0 |
WA | 10.8 | 10.8 |
TAS | 1.8 | 2.0 |
NT | 0.0 | 1.0 |
ACT | 2.0 | 1.9 |
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Around 62% of Teachers of the Hearing Impaired live in capital cities, similar to the all jobs average of 62%.
New South Wales and Victoria have a large share of employment relative to their population size.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Worker profile
Age and gender
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The median age of Teachers of the Hearing Impaired is 50 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 90% of the workforce. This is 42 percentage points above the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
Age Bracket | Teachers of the Hearing Impaired | All Jobs Average |
---|---|---|
15-19 | 0.0 | 5.0 |
20-24 | 1.1 | 9.3 |
25-34 | 12.0 | 22.9 |
35-44 | 21.2 | 22.0 |
45-54 | 26.8 | 21.6 |
55-59 | 15.9 | 9.0 |
60-64 | 15.3 | 6.0 |
65 and Over | 7.7 | 4.2 |
Median Age | 50 | 40 |
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Employment Pathways
Education, training and experience
Qualified teachers can complete a postgraduate degree to specialise as a Teacher of the Hearing Impaired.
Registration or licencing is required.
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- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
Highest Level of Education (% Share)
Type of Qualification | Teachers of the Hearing Impaired | All Jobs Average |
---|---|---|
Post Graduate/Graduate Diploma or Graduate Certificate | 63.1 | 10.1 |
Bachelor degree | 30.2 | 21.8 |
Advanced Diploma/Diploma | 4.4 | 11.6 |
Certificate III/IV | 1.2 | 21.1 |
Year 12 | 0.0 | 18.1 |
Year 11 | 0.0 | 4.8 |
Year 10 and below | 1.2 | 12.5 |
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Special Education Teachers who are caring, compassionate and empathetic and communicate clearly, with strong people skills.
Skills
Skills can be improved through training or experience.
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55%
Reading comprehensionReading work related information.
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55%
Learning strategiesFiguring out the best way to teach or learn something new.
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54%
Active listeningListening to others, not interrupting, and asking good questions.
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54%
Critical thinkingThinking about the pros and cons of different ways to solve a problem.
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54%
Social perceptivenessUnderstanding why people react the way they do.
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54%
SpeakingTalking to others.
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54%
Time managementManaging your own and other peoples' time to get work done.
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52%
Coordination with othersBeing adaptable and coordinating work with other people.
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52%
InstructingTeaching people how to do something.
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52%
MonitoringKeeping track of how well work is progressing so you can make changes or improvements.
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52%
WritingWriting things for co-workers or customers.
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50%
Active learningBeing able to use what you have learnt to solve problems now and again in the future.
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48%
Judgment and decision makingFiguring out the pros and cons of different options and choosing the best one.
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48%
PersuasionTalking people into changing their minds or their behaviour.
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46%
NegotiationBringing people together and trying to sort out their differences.
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46%
Serving othersLooking for ways to help people.
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45%
Systems evaluationMeasuring how well a system is working and how to improve it.
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41%
Complex problem solvingNoticing a problem and figuring out the best way to solve it.
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41%
Management of personnel resourcesMotivating, developing, and directing people as they work, and choosing the best people for the job.
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41%
Systems analysisFiguring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Knowledge
These are important topics, subjects or knowledge areas.
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80%
Education and trainingCurriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
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73%
English languageEnglish language including the meaning and spelling of words, rules of composition, and grammar.
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66%
PsychologyHuman behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
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64%
Customer and personal serviceUnderstanding customer needs, providing good quality service, and measuring customer satisfaction.
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62%
MathematicsArithmetic, algebra, geometry, calculus, or statistics.
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59%
ClericalWord processing, managing files and records, stenography and transcription, designing forms, and other office work.
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57%
Computers and electronicsCircuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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57%
Therapy and counsellingDiagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
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50%
GeographyDescribing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
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47%
History and archeologyEvents of the past, their causes, how we learn about them, and how they influence the way we live today.
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46%
Sociology and anthropologyGroup behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
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45%
Administration and managementBusiness principles involved in strategic planning, leadership, and coordinating people and resources.
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45%
Philosophy and theologyPhilosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
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43%
Communications and mediaMedia production, communication, and dissemination. Includes written, spoken, and visual media.
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42%
BiologyPlant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
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40%
Law and governmentHow our laws and courts work. Government rules and regulations, and the political system.
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34%
Public safety and securityUse of equipment, rules and ideas to protect people, data, property, and institutions.
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34%
ChemistryChemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
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26%
Personnel and human resourcesRecruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
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22%
TransportationMoving people or goods by air, rail, sea, or road.
Abilities
Workers use these physical and mental abilities..
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59%
Oral comprehensionListen to and understand what people say.
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59%
Oral expressionCommunicate by speaking.
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59%
Written expressionWrite in a way that people can understand.
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57%
Written comprehensionRead and understand written information.
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55%
Problem spottingNotice when something is wrong or is likely to go wrong, even if you can't solve the problem.
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55%
Speech claritySpeak clearly so others can understand you.
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55%
Deductive reasoningUse general rules to find answers or solve problems logically.
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55%
Inductive reasoningUse lots of detailed information to come up with answers or make general rules.
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54%
Speech recognitionIdentify and understand the speech of another person.
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54%
Sorting or orderingOrder or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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52%
BrainstormingCome up with a number of ideas about a topic, even if the ideas aren't very good.
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50%
OriginalityCome up with unusual or clever ideas, or creative ways to solve a problem.
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48%
CategorisingCome up with different ways of grouping things.
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48%
Near visionSee details that are up-close (within a few feet).
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43%
Selective attentionPay attention to something without being distracted.
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39%
Far visionSee details that are far away.
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39%
Flexibility of closureSee a pattern (a figure, object, word, or sound) hidden in other distracting material.
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39%
Speed of recognitionQuickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
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37%
MultitaskingDo two or more things at the same time.
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36%
MemorizationRemember things like words, numbers, pictures, and procedures.
Activities
These are kinds of activities workers regularly do in this job.
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73%
Building good relationshipsBuilding good working relationships and keeping them over time.
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68%
Communicating within a teamGiving information to co-workers by telephone, in writing, or in person.
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67%
Thinking creativelyUsing your own ideas for developing, designing, or creating something new.
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66%
Planning and prioritising workDeciding on goals and putting together a detailed plan to get the work done.
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66%
Coaching and developing othersWorking out the needs of others and coaching, mentoring, or helping them to improve.
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62%
Coordinating the work of a teamGetting members of a group to work together to finish a task.
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62%
Scheduling work and activitiesWorking out the timing of events, programs, and activities, as well as the work of others.
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62%
Making decisions and solving problemsUsing information to work out the best solution and solve problems.
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60%
Training and teaching othersUnderstanding the needs of others, developing training programs, and teaching or instructing.
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59%
Keeping your knowledge up-to-dateKeeping up-to-date with technology and new ideas.
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58%
Helping and caring for othersProviding personal assistance, medical attention, or emotional support.
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58%
Negotiating and resolving conflictsHandling complaints and disagreements, and negotiating with people.
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58%
Coming up with systems and processesDeciding on goals and figuring out what you need to do to achieve them.
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58%
Researching and investigatingLooking for, getting and understanding different kinds of information.
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56%
Leading and encouraging a teamEncouraging and building trust, respect, and cooperation among team members.
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55%
Looking for changes over timeComparing objects, actions, or events. Looking for differences between them or changes over time.
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55%
Explaining things to peopleHelping people to understand and use information.
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53%
Documenting or recording informationEntering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
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50%
Checking compliance with standardsDeciding whether events or processes comply with laws, regulations, or standards.
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49%
Working with computersUsing computers to program, write software, set up functions, enter data, or process information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
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100%
HelpingWorking with people. Helping or providing service to others.
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71%
CreativeWorking with forms, designs and patterns. Often need self-expression and can be done without following rules.
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48%
AnalyticalIdeas and thinking. Searching for facts and figuring out problems in your head.
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48%
EnterprisingStarting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
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38%
AdministrativeFollowing set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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33%
PracticalPractical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Values
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90%
RelationshipsServe and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
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76%
Working conditionsJob security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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71%
AchievementResults oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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67%
IndependenceWork alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
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57%
SupportSupportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
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52%
RecognitionAdvancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Demands
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98%
TeamworkWork with people in a group or team.
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96%
Contact with peopleHave contact with people by telephone, face-to-face, or any other way.
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95%
Face-to-face discussionsTalk with people face-to-face.
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90%
Electronic mailUse electronic mail.
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85%
Physically close to peopleWork physically close to other people.
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83%
Freedom to make decisionsHave freedom to make decision on your own.
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81%
Unstructured workHave freedom to decide on tasks, priorities, and goals.
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80%
Lead or coordinate a teamLead others to do work activities.
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80%
Being exact or accurateBe very exact or highly accurate.
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78%
Impact of decisionsMake decisions that have a large impact on other people.
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78%
Indoors, heat controlledWork indoors with access to heating or cooling.
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76%
Letters and memosWrite letters and memos.
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75%
Public speakingTalk to a group of people.
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75%
Frequent decision makingFrequently make decisions that impact other people.
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73%
Spend time standingSpend time standing at work.
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72%
Conflict situationsDeal with conflict or disagreements.
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72%
Time pressureWork to strict deadlines.
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72%
TelephoneTalk on the telephone.
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68%
Contact with the publicWork with customers or the public.
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65%
Health and safety of othersTake responsibility for the health and safety of others.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2053.00 - Special Education Teachers, Middle School.
Links and downloads
Research and reports
The Skills Priority List provides a current labour market rating and a future demand rating for nearly 800 occupations nationally. Current labour market ratings are available for occupations at a state and territory level.
Downloads
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Occupation profiles data are available for download.
The Employment Projections are available for download.