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Hearing impaired teacher skills for your resume and career

Updated January 8, 2025

2 min read

Quoted experts

Dr. Peg Hughes Ph.D.,

Dr. Rachel Potter

Below we've compiled a list of the most critical hearing impaired teacher skills. We ranked the top skills for hearing impaired teachers based on the percentage of resumes they appeared on. For example, 20.3% of hearing impaired teacher resumes contained k-2 as a skill. Continue reading to find out what skills a hearing impaired teacher needs to be successful in the workplace.

12 hearing impaired teacher skills for your resume and career

1. K-2

Here's how hearing impaired teachers use k-2:

Worked directly with K-2 at risk students who scored below the 29% on their DIBELS.
Provided reading intervention to students in grades K-2 as a Reading Recovery trained teacher.

2. Public Schools

Public schools are available for everyone. They are funded and controlled by the government. With state guidance, each school board determines the curricula, finances, and jobs for schools within its borders. The government also decides on academic standards and standardised tests.

Here's how hearing impaired teachers use public schools:

Collaborated with general education teachers to ensure that materials taught align with Maryland Public Schools curriculum.
Worked collaboratively with the public schools to develop Individualized Education Plans for students placed at our facility.

3. Sign Language

Sign language is a system of communication using gestures and signs. The deaf community applies sign language when communicating with each other or other people.

Here's how hearing impaired teachers use sign language:

Served as sign language interpreter for hearing-impaired students in the general education classroom.
Conducted classes exclusively in Spanish and Venezuelan sign language.

4. ASL

American Sign Language (ASL) is a language that communicates ideas by using hand signs, facial expressions, and body posture.

Here's how hearing impaired teachers use asl:

Direct instruction in self-advocacy, language and literacy development, ASL skills, transition planning and auditory skills.
Coordinated ASL Club and taught ASL to classes.

5. Mathematics

Here's how hearing impaired teachers use mathematics:

Created mathematics curriculum that aligned with Massachusetts Curriculum Frameworks then modified the curriculum to align with the Common Core Standards.
Design and implement individualized curriculum and materials for a specially designed course in mathematics for students with mathematical disabilities.

6. Instructional Strategies

Here's how hearing impaired teachers use instructional strategies:

Provided interpretation of data and test result and instructional strategies and interventions targeted specifically for individual student needs.
Utilized a variety of instructional strategies including research-based reading lessons and student-led multidisciplinary projects for students with disabilities.

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7. Hearing Aids

Here's how hearing impaired teachers use hearing aids:

Checked hearing aids, changed batteries, did trouble shooting for Cochlear Implants and checked their FM systems.
Teach kindergarten-age students who use cochlear implants and hearing aids in individual and group settings.

8. Pre-K

Pre-K or pre-kindergarten is a classroom-based program for children below the age of five, and it is a voluntary preschool program. It helps the child develop social and emotional development before they are ready to start preschool.

Here's how hearing impaired teachers use pre-k:

Facilitated reading, writing and play exercises with Pre-K and Kindergarten children involving translation and application of English language.
Organized and performed activities in classes of children with disabilities in Pre-K and Elementary level.

9. Professional Development

Professional development means to have the essential training certification or education with the purpose of earning and having a successful career. Every job requires a different set of skills. However, new skills may be needed in the future. Professional development, in this regard, helps people to develop and polish the skills and become efficient workers.

Here's how hearing impaired teachers use professional development:

Provided professional development to administrators and staff.
Fulfilled professional responsibilities through education and professional development opportunities.

10. Hearing Loss

Ranging from mild to profound, hearing loss is the loss of hearing in one or both ears. This condition can affect a person of any age, and it has many causes, but it mainly affects individuals older than 60.

Here's how hearing impaired teachers use hearing loss:

Played a key role in developing a cohesive, educationally sound program for students with a wide range of hearing loss.
Provided early intervention and educational services to children with hearing loss as well as their families, teachers, and peers.

11. County Schools

Here's how hearing impaired teachers use county schools:

Functioned as the itinerant Hearing Impaired teacher for Brunswick County Schools.

12. K-12

K12 is a term that incldues all 12 years of education in the US education system. It includes the education offered at the primary stage, middle stage, and secondary stage. It includes children of ages as young as 5 to 18 years. The grades included in K12 are Kindergarten, the initial 5 stages, grades 6 to 8, and 9 to 12. This system is followed specifically followed in the US and may vary in other countries.

Here's how hearing impaired teachers use k-12:

Provided group and individual speech therapy to children grades K-12 with cerebral palsy, autism spectrum disorder and various developmental delays.
Experienced at both regular education and alternative education K-12 planning and organizing instructional methods for youth with intellectual and behavioral challenges.

What skills help Hearing Impaired Teachers find jobs?

Tell us what job you are looking for, we’ll show you what skills employers want.

What skills stand out on hearing impaired teacher resumes?

Dr. Peg Hughes Ph.D.

Chair, Department of Special Education. Coordinator of ECSE Programs, San Jose State University

-Transformative educators who are skilled in addressing racial and social inequities in their programs
-Educators who are fullly qualified and trained to work with students with disabilities who are also English-language learners
-Educators who are trained to work collaboratively with general educators on planning, teaching, and assessing those students with disabilities in gen-ed classrooms, i.e., co-teaching in inclusive settings
-Fluent in other languages besides English due to the diverse language backgrounds of students and families (at least in California)
-Any evidence of leadership work on the job, e.g., trainings for general educators on inclusion, diversity, families, and more
-Strong technology skills for communication with all stakeholders and for teaching students virtually
-Trained to teach using UDL approaches to address diversity of student learning styles

What soft skills should all hearing impaired teachers possess?

Dr. Rachel Potter

Director of Applied Behavior Analysis & Autism Studies, Associate Professor of Education, Mary Baldwin University

In any teaching position, whether special education or otherwise, it is perhaps the soft skills that are the greatest indicators of professional aptitude and success. In my years as a principal, we used to call this "teacher mojo," and it was an aura that is easier to glean in an interview than on a resume but centers around those personal traits that the person brings with them to the table beyond their content and pedagogical knowledge and expertise. A hiring administrator wants to know that the candidate is collaborative; special education teachers are expected to partner with their general education colleagues and related service providers and serve as case managers of interdisciplinary teams. They need to have excellent listening and facilitation skills, demonstrated through approachability, patience, flexibility, cultural competence, and the ability to lead sometimes difficult conversations. Special educators need to have impeccable time management skills and be reliable when meeting deadlines, as timelines are set by federal legislation and state regulation, not simply the whim of a school administrator. Additionally, they need to model inclusivity and kindness; they are often the voices in their buildings for the excluded students. They should be confident enough to say, for example, "have we thought about accessibility concerns for the upcoming field trip?" and be willing to kindly remind their colleagues of equal access and inclusivity when someone suggests "leaving those kids behind just this one time."

What hard/technical skills are most important for hearing impaired teachers?

Dr. Rachel Potter

Director of Applied Behavior Analysis & Autism Studies, Associate Professor of Education, Mary Baldwin University

It would be important for a special education teacher applicant to have experience administering standardized assessments and to be able to list specific examples of names of those assessments. These could include state assessments administered for NCLB purposes or norm-referenced assessments administered to students who are undergoing the child study or eligibility (or re-evaluation) process. Additionally, successful candidates can articulate not only standard classroom technology hardware and software systems in which they may be proficient but can also specifically name examples of adaptive and assistive technology equipment and programs they have used with students for IEP accommodations. Finally, special education teachers must also have skills in data collection and analysis, as they are responsible for setting measurable individualized targets for student performance, gathering regular data to assess growth toward those targets as skills are taught, and then analyzing those data to make instructional decisions. They also need to be able to use and interpret these data and other assessment data for stakeholders (such as parents) and work with the IEP team to plan appropriate services, accommodations, and placements for students based on measurable outcomes.

What hearing impaired teacher skills would you recommend for someone trying to advance their career?

Marcy Zipke Ph.D.

Professor, Providence College

Now that many students are learning online, and the use of technology has been established, it will be hard to put that cat back in the bag. My advice would be to spend the gap year exploring educational technology tools like Google Classroom, Seesaw, Schoology, Screencastify, Kami, BrainPop, Padlet, MobyMax, NewsELA, and more. In the future, there may or may not be a need to teach completely online again, but these tools can be useful in the classroom or for home/school connections as well.

What type of skills will young hearing impaired teachers need?

Dr. Richard Sabousky Ph.D.

Retired Chair of Clarion's Special Education Department, Clarion University of Pennsylvania

New faculty will have to demonstrate an increased ability to differentiate instruction and work with the general education faculty to meet students where they are and implement techniques to accelerate the learning of all students who may have experienced COVID-related gaps in knowledge. Specifically, these skills would be related to explicit instruction and Direct Instruction, as well as other evidence-based techniques. Applications of instructional technologies mediated through computers and tablets, peers, and teachers will need to be used. An example would be related to questioning, having students respond to teacher questions in various ways. The most basic of these responses would be a binary response, such as right false questions next to a provided set of choices for students to select. Then, the most difficult of reactions - a production response, would show students' in-depth understanding. All of the above would be driven by the new faculty's experience with assessment and assessment practices. The outcomes of assessment, both formal and informal, will drive instruction.

Another skill or activity to be undertaken will be an intimate knowledge of the standards students must meet and resource materials available in their respective schools to help meet those standards. The textbook is not the curriculum or the standards but a vehicle to achieve those standards. By familiarizing the curriculum, educators will better handle those prerequisite skills needed to perform at the highest levels.

Do you want to know more?

List of hearing impaired teacher skills to add to your resume

The most important skills for a hearing impaired teacher resume and required skills for a hearing impaired teacher to have include:

K-2
Public Schools
Sign Language
ASL

Mathematics
Instructional Strategies
Hearing Aids
Pre-K

Professional Development
Hearing Loss
County Schools
K-12

Updated January 8, 2025

Zippia Team

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

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