Special Education Teachers, Middle School
Educational Instruction and Library Occupations- رمز O*NET-SOC
- 25-2057.00
Teach academic, social, and life skills to middle school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
تُعرض أسماء المهن وأوصاف المهام بالإنجليزية كما نُشرت. أما التسميات، ومنها أنواع المهام، فمترجمة.
التعرّض للذكاء الاصطناعي
- مصدر البيانات: BLSتاريخ النشر: 2026-08
مرتفع· نسبي
منخفضأربع فئات نسبيةمرتفع جدًاقيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
أربع فئات نسبية (منخفض / متوسط / مرتفع / مرتفع جدًا)
831 مهنة تفصيلية في جدول توقعات التوظيف لدى BLS. وتُسند القيمة على مستوى رمز مصفوفة التوظيف الوطنية (NEM)، فالمهن التي تشترك في الرمز نفسه تأخذ النطاق نفسه
- مصدر البيانات: Anthropicتاريخ النشر: 2026-03
0.134
0.000نطاق القيم المعروضة هنا0.745المقياس والأساس والمصدر
مؤشر التعرّض المرصود، 0–1 كما نُشر
مربوط بمهام O*NET
منشورة لكل مهنة في SOC 2018؛ وكل مهنة في O*NET تحمل رمز SOC 2018 نفسه تأخذ هذه القيمة
- مصدر البيانات: ILOتاريخ النشر: 2025
0.28
0.09نطاق القيم المعروضة هنا0.70قيمة على مستوى المجموعة المهنية
المقياس والأساس والمصدر
مؤشر التعرّض للذكاء الاصطناعي التوليدي، 0–1 كما نُشر
قيمة منشورة على مستوى مجموعة الوحدة في ISCO-08. رُبطت بهذه المهنة بتطبيق جداول التناظر الرسمية لمكتب إحصاءات العمل الأمريكي (BLS) (من ISCO-08 إلى SOC 2010، ومن SOC 2010 إلى SOC 2018) كما نُشرت، والتناظر كلي أو جزئي
ما نوع القيمة التي ينشرها هذا المصدر
فئة BLS رتبة نسبية لا مستوى مطلق، وليست قياسًا مباشرًا: فهي تجمع الرتب المئينية للمهنة في عدة دراسات منشورة في أربع فئات. وهي ليست توقّعًا للتوظيف أو الأجور، ولا احتمالًا للتبني، ولا تفرّق بين الأتمتة والتعزيز.
التعرض للذكاء الاصطناعي (معيار OpenAI)
40 مهمة مقيَّمة · 21 مهمة بقيمة β ≥ 0.5 (52.5%)
β = التعرّض المباشر (E1) + 0.5 × التعرّض عند توفر الأدوات (E2)، وفق تعريف المستودع المصدري.
- وحدة المصدر: مهام O*NET 27.2 ← رمز المهنة في O*NET 31.0
- جميع المهام المقيَّمة موجودة في قائمة مهام O*NET 31.0.
- المصدر
- OpenAI "GPTs are GPTs" exposure rubric
- الإصدار
- gh-main-0471612
- الترخيص
- MIT License, Copyright (c) 2024 OpenAI
المهام
أوصاف المهام من O*NET® 31.0 Database، والمهام الأساسية أولًا.
| المهمة | النوع | β (OpenAI) |
|---|---|---|
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | أساسية | 0 |
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | أساسية | 1 |
| Prepare materials and classrooms for class activities. | أساسية | 0 |
| Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | أساسية | 0.5 |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | أساسية | 0.5 |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | أساسية | 0 |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology. | أساسية | 0.5 |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | أساسية | 0 |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | أساسية | 0 |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | أساسية | 0.5 |
| Coordinate placement of students with special needs into mainstream classes. | أساسية | 0.5 |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | أساسية | 0 |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | أساسية | 0.5 |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | أساسية | 0 |
| Observe and evaluate students' performance, behavior, social development, and physical health. | أساسية | 0.5 |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | أساسية | 0.5 |
| Teach students personal development skills, such as goal setting, independence, and self-advocacy. | أساسية | 0 |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | أساسية | 0.5 |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | أساسية | 1 |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | أساسية | 0 |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | أساسية | 0.5 |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | أساسية | 0.5 |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | أساسية | 0 |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | أساسية | 0.5 |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | أساسية | 0 |
| Organize and label materials and display students' work. | أساسية | 0.5 |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | أساسية | 0.5 |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | أساسية | 1 |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | أساسية | 0 |
| Attend staff meetings and serve on committees, as required. | أساسية | 0 |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | أساسية | 0 |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | أساسية | 0.5 |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | أساسية | 0 |
| Provide additional instruction in vocational areas. | أساسية | 0.5 |
| Develop or write Individualized Education Programs (IEPs) for students. | أساسية | 0.5 |
| Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support. | أساسية | 0.5 |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | تكميلية | 0 |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | تكميلية | 0 |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | تكميلية | 0 |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | تكميلية | 0 |
معلومات مهنية
المصادر والإسناد
This page includes information from the O*NET® 31.0 Database (https://www.onetcenter.org/database.html) by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license (https://creativecommons.org/licenses/by/4.0/). O*NET® is a trademark of USDOL/ETA. AI Changing Work has modified all or some of this information: the O*NET-SOC code, title and task statements are reproduced in English without change; task-type labels are shown in the page's language and tasks are listed core first; any Korean occupation title shown on the Korean-language page is AI Changing Work's translation; any KSCO-8 unit groups linked to this occupation were paired with it by AI Changing Work's judgment, and the relation labels and statuses are AI Changing Work's additions. USDOL/ETA has not approved, endorsed, or tested these modifications.
Any AI exposure figures on this page are published by third parties, not by AI Changing Work, and none is part of the O*NET information. OpenAI publishes task-level scores (MIT License) for O*NET 27.2 task statements; each is shown next to the O*NET 31.0 task statement with the same task ID, whose wording can differ from the 27.2 statement that was scored. OpenAI also publishes occupation-level scores for O*NET-SOC codes in the same release, and any such score is shown on the O*NET occupation with the same code. Anthropic publishes an observed exposure index in the Anthropic Economic Index (CC-BY), and the U.S. Bureau of Labor Statistics publishes relative AI exposure categories (public domain); both are published per SOC code, and each value is shown on every O*NET occupation with that code. The International Labour Organization publishes a generative AI exposure index in ILO Working Paper 140 (CC BY 4.0) for ISCO-08 unit groups; AI Changing Work links those groups to O*NET occupations by applying the U.S. Bureau of Labor Statistics ISCO-08 to 2010 SOC and 2010 SOC to 2018 SOC crosswalks as published, without case-by-case selection, and these crosswalks match many groups only in part. Where several unit groups are linked, each group's published value is listed, and any summary shows only the lowest and highest of those values with the number of groups; no exposure figure is averaged or recalculated. Any employment figures are published by the U.S. Bureau of Labor Statistics for the SOC group containing this occupation. Each source is credited where its figures are shown.
O*NET OnLine: 25-2057.00 Special Education Teachers, Middle School
KSCO 코드·명칭: 한국표준직업분류(제8차 개정) — 통계청 고시 제2024-328호 (2024-07-01 고시, 2025-01-01 시행). 저작권법 제7조 제2호의 고시 항목이다. 명칭 표기(가운뎃점·띄어쓰기)는 해설서 2차 정오 반영판의 표기를 따랐으며, 고시 항목표와는 18개 명칭에서 가운뎃점 글리프나 띄어쓰기만 다르다. 통계청은 2025년 10월 국가데이터처로 개편되었다. 이 페이지의 KSCO 연결은 통계청·국가데이터처의 공식 연계표가 아니다.