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Job outlook for autism tutors in the United States
Autism tutor job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected autism tutor job growth rate is 4% from 2018-2028.
About 20,600 new jobs for autism tutors are projected over the next decade.
Autism tutor salaries have increased 17% for autism tutors in the last 5 years.
There are over 15,627 autism tutors currently employed in the United States.
There are 8,261 active autism tutor job openings in the US.
The average autism tutor salary is $23,947.
Are autism tutor jobs in demand?
Autism tutor job and salary trends over time
Autism tutor jobs over time
Autism tutor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 15,627 | 0.00% |
| 2020 | 13,550 | 0.00% |
| 2019 | 14,640 | 0.00% |
| 2018 | 15,134 | 0.00% |
| 2017 | 15,619 | 0.00% |
Average autism tutor salary over time
Autism tutor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $23,947 | $11.51 | +2.7% |
| 2024 | $23,326 | $11.21 | +8.0% |
| 2023 | $21,607 | $10.39 | +3.4% |
| 2022 | $20,890 | $10.04 | +1.7% |
| 2021 | $20,532 | $9.87 | --0.1% |
Autism tutor jobs by state
Most common states for autism tutors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 103 | 17% |
| 2 | Minnesota | 5,576,606 | 846 | 15% |
| 3 | Wyoming | 579,315 | 79 | 14% |
| 4 | South Dakota | 869,666 | 92 | 11% |
| 5 | New Hampshire | 1,342,795 | 125 | 9% |
| 6 | Rhode Island | 1,059,639 | 97 | 9% |
| 7 | Montana | 1,050,493 | 90 | 9% |
| 8 | North Dakota | 755,393 | 66 | 9% |
| 9 | Nebraska | 1,920,076 | 133 | 7% |
| 10 | Connecticut | 3,588,184 | 206 | 6% |
| 11 | Delaware | 961,939 | 58 | 6% |
| 12 | Alaska | 739,795 | 47 | 6% |
| 13 | Maryland | 6,052,177 | 281 | 5% |
| 14 | Kansas | 2,913,123 | 149 | 5% |
| 15 | Iowa | 3,145,711 | 145 | 5% |
| 16 | Arkansas | 3,004,279 | 136 | 5% |
| 17 | Mississippi | 2,984,100 | 136 | 5% |
| 18 | New Mexico | 2,088,070 | 109 | 5% |
| 19 | West Virginia | 1,815,857 | 96 | 5% |
| 20 | Idaho | 1,716,943 | 87 | 5% |
Autism Tutor job outlook: Expert opinions
Our panel of autism tutor experts
Southern Oregon University
Seattle Pacific University
California State University - Fresno
Indiana University Kokomo
Amy Belcastro Ph.D.
Professor of EducationSouthern Oregon University
Educational Administration And Supervision
What general advice would you give to an Autism Tutor?
Amy Belcastro Ph.D.: First is to take the time to know what are your strengths and areas for improvement. You are intentionally crafting your professional reputation. Next, consider where you want to be in five years and what steps are needed to get there. It is the balancing act of long-term goals and short-time needs. Being intentional is key. Every step matters so step with intention. That said, there are many roads to Rome so explore, take risks, but be aware that you are crafting your professional reputation and self.
Christopher Hanson
Assistant Professor of Music, Director of Music Education and Orchestral ActivitiesSeattle Pacific University
Music Department
What are the biggest trends we'll see in the Autism Tutor job market given the pandemic?
Christopher Hanson: I think we will see an amplified debate on school choice and school funding, which will directly affect the hiring and sustainability of school administrators, leaders, and teachers. The pandemic has exposed already obvious inequities to school access and the quality of education in different arenas, e.g., homeschool, charter school, private school, public school, etc. Students and schools in more affluent communities have the infrastructure (or the means to establish the infrastructure) to support online learning and have arguably not experienced any real setbacks in the progress of their learning (specifically in terms of content, whereas I believe everyone has been affected in terms of social and emotional learning).
Many private schools have offered in-person or hybrid instruction before the states have recommended since they are not dependent on tax dollars and not required to adhere to the same guidelines as the public and some charter schools that depend on government funding. With all of this, I believe we will see a somewhat superficial, and what I believe is misguided, shift to technology. This is reactionary rather than responsive. Many districts have already begun to hire staff, faculty, and administration that are more comfortable or experienced with Title IV funding and programming and the use of technology in teaching and learning (in school and at home).
"One-to-one" initiatives have been pushed to the top of budgetary requirements and instructional expectations and overshadowed other needs. This is not to say that technology isn't important, particularly in the extraordinary time we are living through. However, if we do not build and redesign all of our systems, conflating only one aspect of education will create a severe imbalance and perpetuate problems of equity, access, retention, and sustainability.
What general advice would you give to an Autism Tutor?
Christopher Hanson: Keep asking questions and look for opportunities to engage in teaching and learning wherever you can. Connect with peers and future colleagues. Do not just wait. Now is the time to create and sustain dialog on educational change. Although there are endless numbers of variables to how, when, what, and with whom we learn, our genuine curiosity and sincere desire to engage others in the educative process is our greatest hope to see education in a better place than it was before the pandemic.
We must heed the call of innovation and encourage a transition from our current state of triage and survival. You, as a recent graduate, are the future of what education will be. Ask yourself, what will the world look like that you will help create? Is this a world that you and others can learn in? What more can you do to secure the possibilities and promise of education for all? These are the questions that will fuel change and secure growth through the inevitable vicissitudes of education.
Cheryl McDonald
Faculty & Coordinator, Education Specialist and Dual Credential programsCalifornia State University - Fresno
Literacy, Early, Bilingual and Special Education Department
What are the biggest trends we'll see in the Autism Tutor job market given the pandemic?
Cheryl McDonald: One of biggest trends in the job market, pandemic or not, is in education. There is real shortage of qualified educators, service providers and educational leaders, despite the incentives, stipends, or bonus monies that districts and universities use to attract candidates to the field. There is a shortage of qualified credentialed teachers in many teaching disciplines across most of the United States. The most severe shortages are in special education, mathematics, science, bilingual/dual immersion, and early childhood education. There is also a need for qualified school administrators, school psychologists, school social workers, school nurses, and school counselors.
All of these areas require specialized knowledge and specialized certification, in addition to a passion and dedication for the discipline. In California, for example, earning a teaching credential requires a Bachelor's degree, fingerprint clearance from local, state and federal law enforcement agencies, completion of the U.S. Constitution, basics skills, subject matter and literacy instruction requirements, typically through costly and rigorous tests, current certification in CPR for infants, children and adults, and completion of a teacher preparation program in the area of the credential. In special education, a candidate would need to complete a teacher preparation program in a specialty area: mild/moderate disabilities, moderate/severe disabilities, physical, visual, or health impairments, deaf and hard of hearing, or speech and language development.
Each day spent with students is unique and exciting. Teachers, service providers and leaders not only need to be qualified, they also need to be compassionate, collaborative, adaptable, flexible, and effective, especially when the unexpected arises. Virtual/online teaching skills are a plus. Teachers and educational leaders also need to be prepared to work with culturally- and linguistically-diverse student and family populations, with students who are gifted and talented, and students experiencing risk factors such as homelessness, poverty, drug or alcohol dependency, frequent absences or bullying.
What skills stand out on Autism Tutor resumes?
Cheryl McDonald: A resume should focus on the person's strongest, most relevant qualifications, experiences and professional skills, stated as much as possible in the "buzzwords" of the profession. Resumes are tailored to the specific job for which the candidate is applying. In addition to qualifications, professional skills and experience, employers also want applicants who are efficient, effective, timely, flexible, collaborative, adaptable, technologically savvy, accepting of constructive criticism, willing to improve performance, and skilled at solving problems before or as they as arise. Candidates should learn and practice using the tools that the employer uses, whether it is equipment, machines, technology, or software applications. The degree of familiarity or proficiency the candidate has for the tools the employer uses should be listed on the resume and shared in the interview. Before the interview, candidates should practice using the tools that the employer uses, prepare specific examples and instances of their proficiency in using those tools, and when possible, use the tools the employer uses during the interview.
I recommend that applicants approach their resumes in three ways. First, place yourself in the shoes of the potential employer. What qualifications, experience, and additional skills would you would want in someone you hire for the job? Second, think about what you want to convey and how you wish to represent yourself. Third, because English is read from the left to the right, mentally divide the resume page into quadrants, and place your most relevant information in the upper left quadrant first and then move to the upper right quadrant. This format is also appropriate for eye or word recognition software, used in many large-scale businesses and school districts, to scan the many resumes they receive.
Are there any particularly good places in the United States for Autism Tutors to find work opportunities?
Cheryl McDonald: After graduation, candidates should begin their search for available education positions, whether teaching or leadership in universities or preschool-12 schools, in populous states like California, Texas and New York or in rural and suburban high-poverty areas. There the needs are greatest and positions are more likely to be available and advertised. I would also ask friends, colleagues and professionals I knew to keep an eye open for available positions. You never know when an unexpected lead will pop up.
Niki Weller Ph.D.
Associate Professor of Sociology, ChairIndiana University Kokomo
Department of Sociology
What type of skills will young Autism Tutors need?
Niki Weller Ph.D.: Students need to demonstrate that they are versatile communicators, with strong written and oral communication skills. Students should take full advantage of any public speaking opportunities, such as conference presentations, to demonstrate evidence of this skill. Employers want to hire people who are personable, involved, and have potential leadership qualities. Students should be engaged in campus extracurricular activities, including student clubs, experiential learning events, or community engagements. Research skills, like data collection and analysis, are extremely important and can be applied in a variety of professions. Students should hone these skills through social science research.