Teacher of the Deaf

A Teacher of the Deaf develops and delivers curriculum to deaf and hard of hearing students in schools, using evidence-based pedagogical approaches tailored to deaf learners. They combine instruction in literacy, numeracy, and general subjects with explicit teaching of communication modes such as Auslan (Australian Sign Language), speech, and listening strategies. They work within Australian educational frameworks and collaborate with audiologists, speech pathologists, and family members to support each student's language development and academic progress.

Plan and deliver lessons using Auslan, spoken English, and visual supports aligned with the Australian Curriculum. Assess deaf students' language development, communication abilities, and academic progress using standardised and informal assessment tools. Teach explicit phonological awareness and literacy skills adapted for deaf learners, including fingerspelling and English literacy instruction. Model and reinforce Auslan vocabulary and grammar structures during classroom instruction and incidental learning moments. Collaborate with audiologists and hearing aid/cochlear implant specialists to integrate auditory input strategies into classroom teaching. Counsel students and families on communication options, including bilingual approaches (Auslan and English), oral methods, and technology-supported listening. Liaise with general education teachers and support staff to embed deaf-friendly practices in mainstream or specialist settings. Monitor and report on students' progress toward individualised learning goals documented in education plans or IEPs.

The standard entry pathway requires a bachelor degree or higher (ABS Skill Level 1). Specific qualification requirements vary by employer and state. Some employers may accept equivalent experience. Check yourcareer.gov.au for available courses and dewr.gov.au/skills-reform/free-tafe for subsidised training options.

You'll need to become fluent in Auslan, which takes years of serious study on top of your teaching degree. The student cohort is tiny, so once you're qualified there are very few jobs. Pay is likely lower than mainstream teaching because schools struggle to fund specialist positions. You're also caught between conflicting philosophies: Deaf culture advocates push bilingual Auslan-English, while some families want oral-only or cochlear implant-focused approaches, and you'll navigate those tensions constantly.

Some work in state deaf schools (fewer now due to mainstreaming), but increasingly in mainstream schools with specialist support roles. Remote work is uncommon. Regional areas rarely have dedicated positions: you'd need to relocate or accept itinerant roles travelling between schools.

Published for ANZSCO unit group 2415, the wider group this job sits in, not for this job on its own.

This is the median for full-time employees who are not managers and are paid at the adult rate, before tax and salary sacrifice. It is a guide to what the work pays, not a wage rate.

Source: ABS Survey of Employee Earnings and Hours, May 2025, customised report.

• Active Listeningcore
• Adapt teaching to student's capabilitiescore
• Adaptability and Flexibilitycore
• Cultural Awareness and Sensitivitycore
• Disability Awareness and Inclusioncore
• Empathy and Emotional Intelligencecore
• Goal Setting and Planningcore
• Inclusive Practicecore
• Interpreter and Accessibility Coordinationcore
• Participant or Client Advocacycore
• Problem Solvingcore
• Report Writingcore
• Stakeholder Communicationcore
• Verbal Communicationcore
• Written Communicationcore
• Case Note Documentation
• Confidentiality and Privacy Compliance
• Continuous Learning and Upskilling
• Digital Literacy
• Professional Boundaries Maintenance
• Record Management
• Regulatory and Legislative Awareness
• Team Collaboration
• Trauma-Informed Communication

• ABS OSCA 2024, occupation definition and task statements
• ABS Survey of Employee Earnings and Hours, May 2025, customised report.
• ABS, 2021 Census of Population and Housing based on usual place of residence (Custom Report). OSCA Experimental Estimates.

Role data is drawn from official Australian Government sources, and each figure names where it comes from. Where a role is not in the ABS classification, the page shows no government figures for it. Data may not reflect every local variation.

Where our numbers come from.

Last updated: 30 October 2026