Special educational needs coordinator to assistive technologist
A special educational needs coordinator already meets 62% of what the assistive technologist role asks for. The move turns on 17 required skills not yet in the profile.
53/ 100
1 How much of what an assistive technologist is expected to do is already part of a special educational needs coordinator’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 assistive technologist role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
An assistive technologist role treats 23 of its required skills as things a special educational needs coordinator already does. You would walk in with these on day one.
- assessment processes
- behavioural disorders
- communication disorders
- cooperate with education professionals
- curriculum objectives
- curriculum standards
What stands in the way is 17 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 37 skills that carry over, these are the ones fewest other occupations ask for. An assistive technologist role needs them, and most people applying for one will not have them already. This is the part of a special educational needs coordinator background worth leading with.
- already held follow research on special needs education information skills
- already held organise projects to fill education needs management skills
- already held development delays health and welfare
- already held provide specialised instruction for special needs students assisting and caring
- already held provide education management support management skills
- already held communication disorders social sciences, journalism and information
All 37 carried skills, including the 23 the assistive technologist role treats as required.
Table 3 · What you may need to learn
The 18 missing skills fall into 9 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 provide assistive technology required
- still to learn assist children with special needs in education settings required
- still to learn stimulate students' independence required
- still to learn ensure compliance with legal requirements required
- still to learn protect personal data and privacy required
- still to learn guide learners in using assistive technologies required
- still to learn address problems critically required
- still to learn liaise with educational support staff required
- still to learn ICT accessibility standards required
- still to learn human-computer interaction required
- optional, not held application usability optional
- still to learn assistive technology in education required
- still to learn special needs learning equipment required
- still to learn online moderation techniques required
- still to learn measure software usability required
3 further areas in the appendix
Table 4 · Where to start
The 3 entries an assistive technologist role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 assistive technology in education study this
- 02 provide assistive technology practise this
- 03 ICT accessibility standards study this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 37 skills that carry over
- already held assessment processes knowledge
- already held behavioural disorders knowledge
- already held communication disorders knowledge
- already held cooperate with education professionals skill
- already held curriculum objectives knowledge
- already held curriculum standards knowledge
- already held development delays knowledge
- already held disability care knowledge
- already held disability types knowledge
- already held evaluate education programmes skill
- already held identify education needs skill
- already held learning difficulties knowledge
- already held learning needs analysis knowledge
- already held manage government-funded programmes skill
- already held monitor educational developments skill
- already held organise projects to fill education needs skill
- already held present reports skill
- already held project management knowledge
- already held promote education programmes skill
- already held provide education management support skill
- already held provide specialised instruction for special needs students skill
- already held screen reader knowledge
- already held special needs education knowledge
- already held advise on lesson plans skill
- already held advise on teaching methods skill
- already held apply for government funding skill
- already held coordinate educational programmes skill
- already held develop organisational policies skill
- already held education administration knowledge
- already held education law knowledge
- already held follow research on special needs education skill
- already held funding methods knowledge
- already held government policy knowledge
- already held manage budgets skill
- already held manage resources for educational purposes skill
- already held provide feedback to teachers skill
- already held work with virtual learning environments skill
The 3 learning areas not shown above
- still to learn domotic systems required
- still to learn assistive instruments required
- still to learn assess users' interaction with ICT applications required
1 supplementary skills, helpful but not required
- optional, not held application usability optional
6 held skills the assistive technologist role does not ask for
- not needed by the target role assist in the organisation of school events skill
- not needed by the target role create a financial report skill
- not needed by the target role escort students on a field trip skill
- not needed by the target role guarantee students' safety skill
- not needed by the target role instructional strategies knowledge
- not needed by the target role manage student admissions skill
8 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 assistive technology in education required
- still to learn ICT accessibility standards required
- still to learn domotic systems required
- still to learn human-computer interaction required
- still to learn online moderation techniques required
- still to learn special needs learning equipment required
- still to learn assistive instruments required
- optional, not held application usability optional
Other moves recorded from special educational needs coordinator
- special educational needs head teacher 67% covered · moderate
- deputy head teacher 61% covered · moderate
- university department head 59% covered · moderate
- secondary school department head 55% covered · moderate
Full index of moves from special educational needs coordinator
Common questions about this move
Can a special educational needs coordinator become an assistive technologist?
Yes, and it is a moderate move. A special educational needs coordinator already covers 62% of what an assistive technologist is expected to do: 37 skills carry over, 23 of which the assistive technologist role treats as required.
What skills does a special educational needs coordinator need to become an assistive technologist?
17 required skills are missing, plus 1 optional ones. They fall into 9 areas of the ESCO skill hierarchy, led by assisting and caring. The single most important is assistive technology in education.
How hard is the move from special educational needs coordinator to assistive technologist?
Its learning distance is 53 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.