Overview
All Special Education Teachers
-
$1,914 Weekly Pay
-
Moderate Future Growth
Other Special Education Teachers
-
1,300 workers Employment Size
-
Very high skill Skill level rating
-
58% Full-Time Full-Time Share
-
43 hours Average full-time
-
47 years Average age
-
73% female Gender Share
Other Special Education Teachers includes jobs like Aboriginal Education Teacher and Distance Education Teacher.
This group includes jobs that might have different study pathways.
Tasks
- Assess students' abilities and limitations.
- Plans, organises and implements special programmes to provide remedial or advanced tuition.
- Administers various forms of assessment and interprets the results.
- Teaches basic academic subjects as well as practical and self-help skills to children with special needs (e.g. distance learners or migrant students).
- Devises instructional materials, methods and aids to assist in training and rehabilitation.
- Advises, instructs and counsels parents and teachers on the availability and use of special techniques.
- Stimulates and develops interests, abilities, manual skills and co-ordination.
- Confers with other staff members to plan and schedule lessons for special needs students.
- Prepares and maintains student data and other records and submits reports.
Prospects
The number of people working as Other Special Education Teachers (in their main job) stayed about the same over 5 years:
from 1,300 in 2011 to 1,300 in 2016.
Caution: The Australian jobs market is changing in response to the COVID-19 pandemic. These estimates do not take account of the impact of COVID-19. They may not reflect the current jobs market and should be used and interpreted with extreme caution.
- Size: This is a very small occupation.
- Location: Other Special Education Teachers work in many parts of Australia. Queensland and the Northern Territory have a large share of workers.
- Industries: Most work in the Education and Training industry.
- Full-time: More than half work full-time (58%, similar to the average of 66%), but there are many opportunities to work part-time.
- Hours: Full-time workers spend around 43 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 47 years (compared to the average of 40 years). Many workers are 45 years or older (57%).
- Gender: 73% of workers are female (compared to the average of 48%).
Main Industries
Source: Based on ABS Census 2016, Customised Report. Industries are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC 06).
States and Territories
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian States and Territories, in this job compared to the all jobs average.
Age Profile
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education Level
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Pathways
This group includes jobs that might have different study pathways.
Registration or licencing is required.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
Skills & Knowledge
Employers look for Special Education Teachers who are caring, compassionate and empathetic and communicate clearly, with strong people skills.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Biology
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Chemistry
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Transportation
Moving people or goods by air, rail, sea, or road.
Skills
Skills can be improved through training or experience.
-
Reading comprehension
Reading work related information.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Social perceptiveness
Understanding why people react the way they do.
-
Speaking
Talking to others.
-
Time management
Managing your own and other peoples' time to get work done.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Instructing
Teaching people how to do something.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Writing
Writing things for co-workers or customers.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Serving others
Looking for ways to help people.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Abilities
Workers use these physical and mental abilities.
-
Oral comprehension
Listen to and understand what people say.
-
Oral expression
Communicate by speaking.
-
Written expression
Write in a way that people can understand.
-
Written comprehension
Read and understand written information.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Speech clarity
Speak clearly so others can understand you.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Speech recognition
Identify and understand the speech of another person.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Categorising
Come up with different ways of grouping things.
-
Near vision
See details that are up-close (within a few feet).
-
Selective attention
Pay attention to something without being distracted.
-
Far vision
See details that are far away.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Speed of recognition
Quickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
-
Multitasking
Do two or more things at the same time.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
Activities
These are kinds of activities workers regularly do in this job.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Explaining things to people
Helping people to understand and use information.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process information.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2053.00 - Special Education Teachers, Middle School.
Work Environment
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Filter Work Environment
Demands
The physical and social demands workers face most often are shown below.
-
Teamwork
Work with people in a group or team.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Face-to-face discussions
Talk with people face-to-face.
-
Electronic mail
Use electronic mail.
-
Physically close to people
Work physically close to other people.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Lead or coordinate a team
Lead others to do work activities.
-
Being exact or accurate
Be very exact or highly accurate.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Letters and memos
Write letters and memos.
-
Public speaking
Talk to a group of people.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Spend time standing
Spend time standing at work.
-
Conflict situations
Deal with conflict or disagreements.
-
Time pressure
Work to strict deadlines.
-
Telephone
Talk on the telephone.
-
Contact with the public
Work with customers or the public.
-
Health and safety of others
Take responsibility for the health and safety of others.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
Relationships
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
-
Working conditions
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
Independence
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
-
Support
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
-
Recognition
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
Helping
Working with people. Helping or providing service to others.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
-
Practical
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2053.00 - Special Education Teachers, Middle School.
All Special Education Teachers
-
$1,914 Weekly Pay
-
Moderate Future Growth
Other Special Education Teachers
-
1,300 workers Employment Size
-
Very high skill Skill level rating
-
58% Full-Time Full-Time Share
-
43 hours Average full-time
-
47 years Average age
-
73% female Gender Share
Other Special Education Teachers includes jobs like Aboriginal Education Teacher and Distance Education Teacher.
This group includes jobs that might have different study pathways.
Tasks
- Assess students' abilities and limitations.
- Plans, organises and implements special programmes to provide remedial or advanced tuition.
- Administers various forms of assessment and interprets the results.
- Teaches basic academic subjects as well as practical and self-help skills to children with special needs (e.g. distance learners or migrant students).
- Devises instructional materials, methods and aids to assist in training and rehabilitation.
- Advises, instructs and counsels parents and teachers on the availability and use of special techniques.
- Stimulates and develops interests, abilities, manual skills and co-ordination.
- Confers with other staff members to plan and schedule lessons for special needs students.
- Prepares and maintains student data and other records and submits reports.
The number of people working as Other Special Education Teachers (in their main job) stayed about the same over 5 years:
from 1,300 in 2011 to 1,300 in 2016.
Caution: The Australian jobs market is changing in response to the COVID-19 pandemic. These estimates do not take account of the impact of COVID-19. They may not reflect the current jobs market and should be used and interpreted with extreme caution.
- Size: This is a very small occupation.
- Location: Other Special Education Teachers work in many parts of Australia. Queensland and the Northern Territory have a large share of workers.
- Industries: Most work in the Education and Training industry.
- Full-time: More than half work full-time (58%, similar to the average of 66%), but there are many opportunities to work part-time.
- Hours: Full-time workers spend around 43 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 47 years (compared to the average of 40 years). Many workers are 45 years or older (57%).
- Gender: 73% of workers are female (compared to the average of 48%).
Main Industries
Source: Based on ABS Census 2016, Customised Report. Industries are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC 06).
States and Territories
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian States and Territories, in this job compared to the all jobs average.
Age Profile
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education Level
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
This group includes jobs that might have different study pathways.
Registration or licencing is required.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
Employers look for Special Education Teachers who are caring, compassionate and empathetic and communicate clearly, with strong people skills.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Biology
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Chemistry
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Transportation
Moving people or goods by air, rail, sea, or road.
Skills
Skills can be improved through training or experience.
-
Reading comprehension
Reading work related information.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Social perceptiveness
Understanding why people react the way they do.
-
Speaking
Talking to others.
-
Time management
Managing your own and other peoples' time to get work done.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Instructing
Teaching people how to do something.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Writing
Writing things for co-workers or customers.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Serving others
Looking for ways to help people.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Abilities
Workers use these physical and mental abilities.
-
Oral comprehension
Listen to and understand what people say.
-
Oral expression
Communicate by speaking.
-
Written expression
Write in a way that people can understand.
-
Written comprehension
Read and understand written information.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Speech clarity
Speak clearly so others can understand you.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Speech recognition
Identify and understand the speech of another person.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Categorising
Come up with different ways of grouping things.
-
Near vision
See details that are up-close (within a few feet).
-
Selective attention
Pay attention to something without being distracted.
-
Far vision
See details that are far away.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Speed of recognition
Quickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
-
Multitasking
Do two or more things at the same time.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
Activities
These are kinds of activities workers regularly do in this job.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Explaining things to people
Helping people to understand and use information.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process information.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2053.00 - Special Education Teachers, Middle School.
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Filter Work Environment
Demands
The physical and social demands workers face most often are shown below.
-
Teamwork
Work with people in a group or team.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Face-to-face discussions
Talk with people face-to-face.
-
Electronic mail
Use electronic mail.
-
Physically close to people
Work physically close to other people.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Lead or coordinate a team
Lead others to do work activities.
-
Being exact or accurate
Be very exact or highly accurate.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Letters and memos
Write letters and memos.
-
Public speaking
Talk to a group of people.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Spend time standing
Spend time standing at work.
-
Conflict situations
Deal with conflict or disagreements.
-
Time pressure
Work to strict deadlines.
-
Telephone
Talk on the telephone.
-
Contact with the public
Work with customers or the public.
-
Health and safety of others
Take responsibility for the health and safety of others.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
Relationships
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
-
Working conditions
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
Independence
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
-
Support
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
-
Recognition
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
Helping
Working with people. Helping or providing service to others.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
-
Practical
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2053.00 - Special Education Teachers, Middle School.