Integration Aides assist children with developmental disabilities in mainstream schools.
Demonstrates, supervises and participates in activities which enhance the physical, social, emotional and intellectual development of children in schools and preschool centres.
Prepares indoor and outdoor areas for learning and recreational activities.
Assists children with intellectual, physical and behavioural difficulties with their academic studies.
Assists children individually to learn social skills.
Vocational Education and Training (VET)
Informal or on-the-job
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, Education Aides, under the outlook section.
Earnings and hours
Around 21% of people employed as Integration Aides work full-time hours, in all their jobs combined. This is 45 percentage points below the all jobs average (66%).
Full-time workers work an average of 39 hours per week in their main job. This is 5 hours less than 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.
Most Integration Aides work in the Education and training industry.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Integration Aides||All Jobs Average|
Around 41% of Integration Aides live outside of capital cities, compared with the all jobs average of 38%.
Western Australia and Victoria have a large share of employment relative to their population size.
The regions with the largest share of workers are:
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.
Age and gender
The median age of Integration Aides is 47 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 93% of the workforce. This is 45 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||Integration Aides||All Jobs Average|
|65 and Over||2.6||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
Formal qualifications are not essential to work as an Integration Aide. Although some workers have a certificate III or IV in education support.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Community Services VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Integration Aides||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||5.1||10.1|
|Year 10 and below||9.1||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 Education Aides who have strong interpersonal skills, can communicate well as part of a team and are motivated.
Skills can be improved through training or experience.
Understanding why people react the way they do.
Figuring out the best way to teach or learn something new.
Listening to others, not interrupting, and asking good questions.
Reading work related information.
Talking to others.
Writing things for co-workers or customers.
Teaching people how to do something.
Being able to use what you have learnt to solve problems now and again in the future.
Thinking about the pros and cons of different ways to solve a problem.
Keeping track of how well work is progressing so you can make changes or improvements.
Looking for ways to help people.
50%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Managing your own and other peoples' time to get work done.
48%Coordination with others
Being adaptable and coordinating work with other people.
Bringing people together and trying to sort out their differences.
46%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Talking people into changing their minds or their behaviour.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Measuring how well a system is working and how to improve it.
37%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
These are important topics, subjects or knowledge areas.
71%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English language including the meaning and spelling of words, rules of composition, and grammar.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
61%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
54%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Arithmetic, algebra, geometry, calculus, or statistics.
52%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
46%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
45%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
43%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
42%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
40%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
39%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
38%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
27%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
24%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Communicate by speaking.
Read and understand written information.
Use general rules to find answers or solve problems logically.
Listen to and understand what people say.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Speak clearly so others can understand you.
Identify and understand the speech of another person.
Write in a way that people can understand.
Use lots of detailed information to come up with answers or make general rules.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
50%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
48%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
See details that are up-close (within a few feet).
Pay attention to something without being distracted.
Come up with different ways of grouping things.
Remember things like words, numbers, pictures, and procedures.
Do two or more things at the same time.
Choose the right maths method or formula to solve a problem.
Pay attention to a certain sound when there are other distracting sounds.
These are kinds of activities workers regularly do in this job.
76%Building good relationships
Building good working relationships and keeping them over time.
76%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
69%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
68%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
68%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
67%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
66%Making decisions and solving problems
Using information to work out the best solution and solve problems.
66%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
66%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
65%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
64%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
Using your own ideas for developing, designing, or creating something new.
61%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
60%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
60%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
59%Providing office support
Doing day-to-day office work such as filing and processing paperwork.
58%Making sense of information and ideas
Looking at, working with, and understanding data or information.
56%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
48%Explaining things to people
Helping people to understand and use information.
47%Researching and investigating
Looking for, getting and understanding different kinds of 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 are the style or type of work we prefer to do. All interest areas are shown below.
Working with people. Helping or providing service to others.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Serve 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.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Work 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.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Advancement 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.
Use electronic mail.
98%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Talk with people face-to-face.
Work with people in a group or team.
Have freedom to decide on tasks, priorities, and goals.
89%Lead or coordinate a team
Lead others to do work activities.
86%Physically close to people
Work physically close to other people.
86%Frequent decision making
Frequently make decisions that impact other people.
85%Freedom to make decisions
Have freedom to make decision on your own.
84%Impact of decisions
Make decisions that have a large impact on other people.
Talk on the telephone.
83%Indoors, heat controlled
Work indoors with access to heating or cooling.
Work to strict deadlines.
82%Contact with the public
Work with customers or the public.
Deal with conflict or disagreements.
79%Letters and memos
Write letters and memos.
73%Being exact or accurate
Be very exact or highly accurate.
69%Responsible for outcomes
Take responsibility for the results of other people's work.
68%Spend time standing
Spend time standing at work.
63%Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
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, 25-2052.00 - Special Education Teachers, Kindergarten and Elementary 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.
Occupation profiles data are available for download.
The Employment Projections are available for download.