Table 1Transition record

special educational needs teachertosign language teacher

A special educational needs teacher already meets 81% of what the sign language teacher role asks for. The move turns on 4 required skills not yet in the profile.

From special educational needs teacher

81%

Overlap1

To sign language teacher

30 Skills carried over

4 Required, not held

21.9 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 21.9

This move: 21.9 of 100 · adjacent

1 Share of the sign language teacher role’s weighted skill requirement already met by the special educational needs teacher 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.

Table 2

Table 2 · What you already bring

Of the 30 skills that carry over, these are the ones fewest other occupations ask for. A sign language teacher role needs them, and most people applying for one will not have them already. This is the part of a special educational needs teacher background worth leading with.

Skill the target role also needs Area

already held teach sign language communication, collaboration and creativity
already held special needs learning equipment education
already held support people with hearing impairment assisting and caring
already held provide learning support communication, collaboration and creativity
already held communication related to hearing impairment arts and humanities
already held stimulate students' independence assisting and caring

All 30 carried skills, including the 15 the sign language teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 6 missing skills fall into 5 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.

Skill to acquire Tier

01 communication, collaboration and creativity 1 required, 1 supplementary

required, not held teach languages required

optional, not held assist clients with special needs optional

02 arts and humanities 1 required

required, not held sign language required

03 education 1 required

required, not held language teaching methods required

04 health and welfare 1 required

required, not held hearing loss required

05 information skills 1 supplementary

optional, not held follow research on special needs education optional

Table 4

Table 4 · Where to start

The 3 entries a sign language teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 30 skills that carry over

Skill Type

already held apply teaching strategies skill
already held assess students skill
already held assessment processes knowledge
already held communication disorders knowledge
already held communication related to hearing impairment knowledge
already held curriculum objectives knowledge
already held demonstrate when teaching skill
already held give constructive feedback skill
already held hearing disability knowledge
already held manage student relationships skill
already held perform classroom management skill
already held prepare lesson content skill
already held special needs education knowledge
already held special needs learning equipment knowledge
already held teach sign language skill
already held adapt teaching to student's capabilities skill
already held assist children with special needs in education settings skill
already held assist students in their learning skill
already held disability care knowledge
already held disability types knowledge
already held instructional strategies knowledge
already held learning difficulties knowledge
already held learning needs analysis knowledge
already held liaise with educational staff skill
already held maintain students' discipline skill
already held provide learning support skill
already held provide specialised instruction for special needs students skill
already held stimulate students' independence skill
already held support people with hearing impairment skill
already held work with virtual learning environments skill

2 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held follow research on special needs education optional
optional, not held assist clients with special needs optional

39 held skills the sign language teacher role does not ask for

Skill Type

not needed by the target role advise on lesson plans skill
not needed by the target role apply intercultural teaching strategies skill
not needed by the target role assess the development of youth skill
not needed by the target role assist children in developing personal skills skill
not needed by the target role assist students with equipment skill
not needed by the target role attend to children's basic physical needs skill
not needed by the target role behavioural disorders knowledge
not needed by the target role common children's diseases knowledge
not needed by the target role consult students on learning content skill
not needed by the target role development delays knowledge
not needed by the target role encourage students to acknowledge their achievements skill
not needed by the target role escort students on a field trip skill
not needed by the target role facilitate motor skill activities skill
not needed by the target role guarantee students' safety skill
not needed by the target role handle children's problems skill
not needed by the target role implement care programmes for children skill
not needed by the target role kindergarten school procedures knowledge
not needed by the target role liaise with educational support staff skill
not needed by the target role maintain relations with children's parents skill
not needed by the target role manage resources for educational purposes skill
not needed by the target role mobility disability knowledge
not needed by the target role monitor children's physical development skill
not needed by the target role organise creative performance skill
not needed by the target role perform playground surveillance skill
not needed by the target role primary school procedures knowledge
not needed by the target role promote the safeguarding of young people skill
not needed by the target role provide lesson materials skill
not needed by the target role secondary school procedures knowledge
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 support the positiveness of youths skill
not needed by the target role teach braille skill
not needed by the target role teach digital literacy skill
not needed by the target role teach kindergarten class content skill
not needed by the target role teach primary education class content skill
not needed by the target role teach secondary education class content skill
not needed by the target role use learning strategies skill
not needed by the target role visual disability knowledge
not needed by the target role workplace sanitation knowledge

3 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held hearing loss required
required, not held language teaching methods required
required, not held sign language required

Index

Other moves recorded from special educational needs teacher

Full index of moves from special educational needs teacher

Note

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.