Montessori school teacher to special educational needs teacher primary school
A Montessori school teacher already meets 69% of what the special educational needs teacher primary school role asks for. The move turns on 8 required skills not yet in the profile.
42.8/ 100
1 How much of what a special educational needs teacher primary school is expected to do is already part of a Montessori school teacher’s work. Directional: the figure for the reverse move differs, because moving into a speciality is not the same problem as moving out of one. 2 Every skill the special educational needs teacher primary school role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A special educational needs teacher primary school role treats 25 of its required skills as things a Montessori school teacher already does. You would walk in with these on day one.
- adapt teaching to student's capabilities
- apply intercultural teaching strategies
- apply teaching strategies
- assess students
- assess the development of youth
- assessment processes
What stands in the way is 8 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 38 skills that carry over, these are the ones fewest other occupations ask for. A special educational needs teacher primary school role needs them, and most people applying for one will not have them already. This is the part of a Montessori school teacher background worth leading with.
- already held organise creative performance management skills
- already held common children's diseases health and welfare
- already held assist children in developing personal skills assisting and caring
- already held implement care programmes for children assisting and caring
- already held attend to children's basic physical needs assisting and caring
- already held workplace sanitation services
All 38 carried skills, including the 25 the special educational needs teacher primary school role treats as required.
Table 3 · What you may need to learn
The 23 missing skills fall into 7 areas of the ESCO skill hierarchy, numbered in the order worth working in. Areas carrying the most required skills come first, and inside each one the required skills sit above the optional ones. Nothing here is a verdict on you: it is a list of what this particular job asks for that your current one does not.
- still to learn assign homework required
- still to learn balance participants' personal needs with group needs required
- optional, not held assist in the organisation of school events optional
- optional, not held develop course outline optional
- optional, not held facilitate motor skill activities optional
- optional, not held oversee extra-curricular activities optional
- still to learn assist children with special needs in education settings required
- still to learn provide specialised instruction for special needs students required
- optional, not held stimulate students' independence optional
- still to learn primary school procedures required
- still to learn special needs education required
- still to learn disability care required
- optional, not held development delays optional
- optional, not held hearing disability optional
- optional, not held mobility disability optional
- optional, not held visual disability optional
- still to learn teach primary education class content required
- optional, not held arrange parent teacher meeting optional
- optional, not held consult students on learning content optional
- optional, not held teach digital literacy optional
- optional, not held behavioural disorders optional
- optional, not held communication disorders optional
1 further area in the appendix
Table 4 · Where to start
The 3 entries a special educational needs teacher primary school role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 assign homework practise this
- 02 assist children with special needs in education settings practise this
- 03 balance participants' personal needs with group needs practise this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 38 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held apply intercultural teaching strategies skill
- already held apply teaching strategies skill
- already held assess students skill
- already held assess the development of youth skill
- already held assessment processes knowledge
- already held assist children in developing personal skills skill
- already held assist students in their learning skill
- already held assist students with equipment skill
- already held curriculum objectives knowledge
- already held demonstrate when teaching skill
- already held encourage students to acknowledge their achievements skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held handle children's problems skill
- already held implement care programmes for children skill
- already held instructional strategies knowledge
- already held learning difficulties knowledge
- already held maintain relations with children's parents skill
- already held maintain students' discipline skill
- already held manage student relationships skill
- already held monitor children's physical development skill
- already held perform classroom management skill
- already held prepare lesson content skill
- already held support the positiveness of youths skill
- already held attend to children's basic physical needs skill
- already held common children's diseases knowledge
- already held escort students on a field trip skill
- already held facilitate teamwork between students skill
- already held keep records of attendance skill
- already held liaise with educational support staff skill
- already held manage resources for educational purposes skill
- already held organise creative performance skill
- already held perform playground surveillance skill
- already held promote the safeguarding of young people skill
- already held provide lesson materials skill
- already held work with virtual learning environments skill
- already held workplace sanitation knowledge
The 1 learning area not shown above
- optional, not held monitor educational developments optional
15 supplementary skills, helpful but not required
- optional, not held stimulate students' independence optional
- optional, not held arrange parent teacher meeting optional
- optional, not held assist in the organisation of school events optional
- optional, not held behavioural disorders optional
- optional, not held communication disorders optional
- optional, not held consult students on learning content optional
- optional, not held develop course outline optional
- optional, not held development delays optional
- optional, not held facilitate motor skill activities optional
- optional, not held hearing disability optional
- optional, not held mobility disability optional
- optional, not held monitor educational developments optional
- optional, not held oversee extra-curricular activities optional
- optional, not held teach digital literacy optional
- optional, not held visual disability optional
16 held skills the special educational needs teacher primary school role does not ask for
- not needed by the target role Montessori learning equipment knowledge
- not needed by the target role Montessori philosophy knowledge
- not needed by the target role Montessori teaching principles knowledge
- not needed by the target role apply Montessori teaching strategies skill
- not needed by the target role developmental psychology knowledge
- not needed by the target role disability types knowledge
- not needed by the target role first aid knowledge
- not needed by the target role pedagogy knowledge
- not needed by the target role prepare youths for adulthood skill
- not needed by the target role provide after school care skill
- not needed by the target role social development knowledge
- not needed by the target role support children's wellbeing skill
- not needed by the target role teach kindergarten class content skill
- not needed by the target role teamwork principles knowledge
- not needed by the target role use pedagogic strategies for creativity skill
- not needed by the target role write work-related reports skill
9 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- still to learn disability care required
- still to learn primary school procedures required
- still to learn special needs education required
- optional, not held behavioural disorders optional
- optional, not held communication disorders optional
- optional, not held development delays optional
- optional, not held hearing disability optional
- optional, not held mobility disability optional
- optional, not held visual disability optional
Common questions about this move
Can a Montessori school teacher become a special educational needs teacher primary school?
Yes, and it is a moderate move. A Montessori school teacher already covers 69% of what a special educational needs teacher primary school is expected to do: 38 skills carry over, 25 of which the special educational needs teacher primary school role treats as required.
What skills does a Montessori school teacher need to become a special educational needs teacher primary school?
8 required skills are missing, plus 15 optional ones. They fall into 7 areas of the ESCO skill hierarchy, led by management skills. The single most important is assign homework.
How hard is the move from Montessori school teacher to special educational needs teacher primary school?
Its learning distance is 42.8 out of 100, which is the moderate band. That accounts for both how much is missing and how specialised those skills are.
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.