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How much do full time international autism jobs pay per year?

As of Aug 17, 2026, the average yearly pay for full time international autism in the United States is $75,300.00, according to ZipRecruiter salary data. Most workers in this role earn between $62,000.00 and $87,000.00 per year, depending on experience, location, and employer.

What is a full time international autism specialist?

A Full Time International Autism specialist is a professional who works with individuals diagnosed with autism spectrum disorder (ASD) in a full-time capacity, often across different countries or cultural settings. Their responsibilities may include assessment, intervention, therapy, advocacy, and support for autistic individuals and their families. These specialists may work in schools, clinics, non-profit organizations, or private practice, and often collaborate with multidisciplinary teams to provide comprehensive care. The 'international' aspect typically means they may work abroad, serve expatriate or multicultural populations, or contribute to global autism awareness and support efforts.

What are the key skills and qualifications needed to thrive in a full time international autism specialist position?

A full-time international autism specialist typically needs a background in psychology, special education, or applied behavior analysis (ABA), often with relevant degrees and certifications such as BCBA or RBT. Familiarity with autism-specific assessment tools, intervention programs, and data tracking software is crucial for effective support and progress monitoring. Strong communication, cultural sensitivity, and adaptability are vital soft skills for working with diverse families and multidisciplinary teams across different countries. These skills enable specialists to provide high-quality, individualized support to autistic individuals in varied international contexts, improving outcomes and fostering inclusion.

What are some common challenges faced when working full time in international autism support roles?

Professionals working in full-time international autism support roles often encounter challenges such as navigating cultural differences in autism awareness, adapting intervention strategies to diverse educational systems, and addressing varying levels of local resources and support. Additionally, language barriers and differing legal frameworks regarding disability services can require adaptability and ongoing learning. Collaborating with multidisciplinary teams across borders is essential, and building strong communication channels helps ensure effective support for individuals and families.

What is the difference between Full Time International Autism vs Full Time International Special Education Teacher?

AspectFull Time International AutismFull Time International Special Education Teacher
CertificationsAutism Spectrum Disorder (ASD) certifications, teaching credentialsSpecial Education certification, teaching credentials
Work EnvironmentSpecialized autism centers, inclusive classrooms, therapy settingsGeneral special education classrooms, inclusive schools
Employer & IndustryAutism-focused organizations, international schools, therapy centersPublic/private schools, international and local education systems
Search & Comparison IntentYes, focused on autism-specific rolesYes, broader special education roles

Full Time International Autism roles focus specifically on supporting individuals with autism spectrum disorder, often requiring specialized certifications and working in autism centers or therapy settings. In contrast, Full Time International Special Education Teachers have a broader scope, working with various disabilities in general special education classrooms. Both roles are vital in inclusive education but differ in specialization and work environment.

More about Full Time International Autism jobs

What cities are hiring for Full Time International Autism jobs?

Cities with the most Full Time International Autism job openings:

What are the most commonly searched types of International Autism jobs?

The most popular types of International Autism jobs are:

What job categories do people searching Full Time International Autism jobs look for?

The top searched job categories for Full Time International Autism jobs are:

Full Time International Autism jobs near you
Infographic showing various Full Time International Autism job openings in the United States as of August 2026, with employment types broken down into 89% Full Time, 9% Part Time, and 2% Contract. Highlights an 91% Physical, 3% Hybrid, and 6% Remote job distribution, with an average salary of $75,300 per year, or $36.2 per hour.

Teacher for Autism Program (RISE) - 26-27 SY - Multiple Positions

Appoquinimink School District

Middletown, DE • On-site

$47K - $62K/yr

Full-time

Re-posted 8 days ago

Job description

Position Type:
Teaching/Professional Positions/Special Education
Date Posted:
3/12/2026
Location:
Lorewood Grove Elementary School
Date Available:
26-27 SY
Closing Date:
Until Filled
Teacher for Autism Program (RISE) - 26-27 SY- Multiple Positions
Lorewood Grove Elementary School
POSITION OVERVIEW
A full-time Autism support teaching position for students. The Autism Support teacher is responsible for designing and implementing the instructional programs for students with Autism in an education setting.
SALARY RANGE
The salary range for this role can be found in the provided link: Salary Scales
TRAINING
Appoquinimink School District may require you to be trained in Safety-Care or a similar competency-based crisis prevention intervention training program as a condition of your continued employment.
COMPLIANCE - LICENSURE / CERTIFICATION / PERMIT
Failure to meet or maintain any of the licensing or certification Minimum Qualifications listed further below in this job posting may result in the withdrawal of the job offer prior to employment or termination of employment if already hired. The district reserves the right to assess compliance at any time. If deficiencies are identified, employees may be subject to disciplinary action up to and including dismissal. Additionally, any misrepresentation or failure to disclose relevant information during the hiring process may be considered grounds for immediate rescission of the offer or termination.
ESSENTIAL DUTIES AND RESPONSIBILITIES
The following information is intended to describe the overall nature and scope of the work being performed in relation to the position. This is not a comprehensive listing of all the responsibilities or tasks; other work may be assigned when deemed appropriate:
  • Provide case management responsibilities for assigned students.
  • Design and provide differentiated instruction based on the principles of Applied Behavior Analysis and other Evidence-based practices for assigned students.
  • Support and facilitate inclusion in a middle school environment.
  • Collaborate with IEP team members and other members of the school community.
  • Meet and collaborate with student families.
  • Maintain professionalism and confidentiality.
  • Keep accurate records as required by District guidelines and State law.
  • Collect and interpret data on student learning and progress.
  • Administer appropriate assessment measures based on student needs and applicable state law.
  • Demonstrate and implement Positive Behavior Support practices.
  • Attend professional development trainings.
  • Display content/pedagogy knowledge in designing instruction that matches state and district curriculum.
  • Maintain professionalism, confidentiality, and an atmosphere that promotes student learning.
  • Facilitate communicate for all students using verbal or augmentative communication means with support from Speech/language Pathologist.
  • Collaborate with IEP team members to ensure students are receiving the supports they need to make meaningful progress. IEP members include but are not limited to: Speech/Language Pathologist, Occupational Therapist, Adaptive Physical Education Teacher, Physical Therapist
  • Differentiate and modify instruction based off the Dynamic Learning Maps to meet individual student needs.
  • Engage in ongoing monitoring of student progress through structured data collection.
  • Demonstrate effective classroom management of student behaviors.
  • Plan and use classroom time effectively.
  • Implement School Board and school based policies and procedures in order to uphold school regulations.
  • Work closely with regular education teachers, special education staff and outside resources to assist students with disabilities.
  • Integrate technology in instruction.
  • Work continuously toward self-improvement through the active pursuit of professional development activities.
  • Participate in district and school level committees designed to foster continuing improvement and growth.
  • Communicate curriculum and student related information effectively in oral and written form.
  • Perform other duties and responsibilities as assigned by the Principal and/or Supervisor of Special Education Services.

MINIMUM QUALIFICATIONS
Below are the qualifications for this position:
  • State of Delaware certification as a Teacher of Students with Autism or Students with Severe Intellectual Disabilities preferred.
  • Must be eligible for State of Delaware Certification as Special Education Teacher.
  • Classroom experience teaching students with Autism
  • Master's Degree
  • Excellent collaboration skills.
  • Working knowledge of Applied Behavior Analysis
  • Knowledge of Delaware State Content Standards, Assessment & Accountability.
  • Knowledge of best practices in special education
  • Thorough knowledge of IDEA and IEP implementation.
  • Excellent organizational, communication, and computer skills.

MINIMUM QUALIFICATIONS FOR INTERNATIONAL APPLICANTS
  • Preferred: Transcripts to be translated prior to submission of job application. Please submit translation with job application submission items
  • REQUIRED: When completing and submitting application, make sure you have answered all questions regarding international applicants
  • REQUIRED: Review information as listed on State of Delaware's Department of Education DEEDS website regarding Non-U.S. Application Certification, see link below
  • https://www.doe.k12.de.us/Page/3505#:~:text=DEEDS%20Online%20Application%20for%20Non%2DU.S.%20Applicants&text=All%20new%20applicants%20need%20to,which%20the%20applicant%20is%20applying
  • Please Note: Not all universities will accept all Department of Education-approved transcript evaluation vendors. Therefore, please be sure to reach out to our Human Resources Department prior to securing a vendor for this task. We will help to make sure you are using the correct vendor needed.

PHYSICAL REQUIREMENTS
The following provides a brief description of physical requirements for this position:
While performing the duties of this job, the employee is regularly talking, expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly. The employee must possess normal cognitive abilities including the ability to learn, recall and apply certain practices and policies. Frequently sitting and/or remaining in a stationary position for long periods of time. Exerting up to 25 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects.
PHYSICAL AND ENVIRONMENTAL CONDITIONS
The work of this class is generally performed in a school environment. Work may require the ability to move around the school and classroom.
PRE-EMPLOYMENT REQUIREMENTS
  • All persons employed by the Appoquinimink School District are required to submit a criminal background check and a tuberculosis test.
  • Anyone offered employment is required to provide the following: proper identification (Social Security Card and Driver's License), documentation of eligibility for employment in the U.S.A., completion of I-9 form, and completion of paperwork for the Delaware Child Protection Registry.

ADA ACCOMMODATIONS DISCLOSURE
Under the Americans with Disabilities Act (ADA), the Appoquinimink School District is required to provide reasonable accommodations to qualified employees with disabilities, unless doing so would pose an undue hardship. Qualified employees must have the requisite skills, experience, education, and licenses for the job, and must also be able to perform the essential functions of the job, with or without reasonable accommodations.
NONDISCRIMINATION DISCLOSURE
The Appoquinimink School District is an equal opportunity employer that is committed to diversity, equity, and inclusion in its educational programs, services, and activities for all students and employees. The Appoquinimink School District does not discriminate or retaliate in the hiring, training, assignment, promotion/transfer of employees on the basis of race, creed, color, religion, national origin, age, sex, sexual orientation, domicile, marital status, handicap, or any other characteristic as outlined by federal, state, or local laws.
EVALUATION
Job performance will be evaluated in accordance with the provisions set forth in the negotiated contract between the Appoquinimink School District Board of Education and the corresponding workgroup union/association, if applicable.
APPLICATION PROCESS
  • Visit us at https://www.applitrack.com/apposchooldistrict/onlineapp/
  • Locate job of interest
  • Select apply
  • Create a username and password to complete the application. Please keep track of this information so that you will be able to log in and edit or review any applications you submit.

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