special educational needs coordinatortoassistive 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.
62%
53/ 100
1 Share of the assistive technologist role’s weighted skill requirement already met by the special educational needs coordinator profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.
Why this move works
A assistive technologist role treats 23 of its required skills as things a special educational needs coordinator already does. These are the ones it depends on most.
- 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. A 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 would need to learn
The 18 missing skills fall into 9 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.
- required, not held provide assistive technology required
- required, not held assist children with special needs in education settings required
- required, not held stimulate students' independence required
- required, not held ensure compliance with legal requirements required
- required, not held protect personal data and privacy required
- required, not held guide learners in using assistive technologies required
- required, not held address problems critically required
- required, not held liaise with educational support staff required
- required, not held ICT accessibility standards required
- required, not held human-computer interaction required
- optional, not held application usability optional
- required, not held assistive technology in education required
- required, not held special needs learning equipment required
- required, not held online moderation techniques required
- required, not held measure software usability required
3 further areas in the appendix
Table 4 · Where to start
The 3 entries a 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 knowledge · occupation specific
- 02 provide assistive technology skill · occupation specific
- 03 ICT accessibility standards knowledge · sector specific
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
- required, not held domotic systems required
- required, not held assistive instruments required
- required, not held 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.
- required, not held assistive technology in education required
- required, not held ICT accessibility standards required
- required, not held domotic systems required
- required, not held human-computer interaction required
- required, not held online moderation techniques required
- required, not held special needs learning equipment required
- required, not held 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
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.