أخصائيو التدخل المبكر
التعليم والتدريبالتعرّض 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
0.026
0.000نطاق القيم المعروضة هنا0.745المقياس والأساس والمصدر
- 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
وحدة التصنيف ISCO-08 — تأخذ كل المهن ذات الرمز نفسه هذه القيمة
محسوب من قِبل هذا الموقع وليس منشورًا من منظمة العمل الدولية: من بين 1,012 مهنة يربطها هذا الموقع بمجموعة بيانات المنظمة، تبلغ نسبة التي تساوي هذه القيمة أو تتجاوزها 73%.
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.
Task-level exposure
المهام ذات التعرض فقط| Task | Claude.aiRaw / share % |
|---|---|
Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.25-2059 | 0.008748.9 |
Write reports to summarize student performance, social growth, or physical development.25-2059 | 0.007240.2 |
Provide students positive feedback to encourage them and help them develop an appreciation for physical education.25-2059 | 0.002010.9 |
| Not observed on any surface — 16 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | |
Review adapted physical education programs or practices to ensure compliance with government or other regulations. | —0 |
Request or order physical education equipment, following standard procedures. | —0 |
Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education. | —0 |
Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities. | —0 |
Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals. | —0 |
Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students. | —0 |
Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records. | —0 |
Maintain inventory of instructional equipment, materials, or aids. | —0 |
Evaluate the motor needs of individual students to determine their need for adapted physical education services. | —0 |
Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning. | —0 |
Assist in screening or placement of students in adapted physical education programs. | —0 |
Assess students' physical progress or needs. | —0 |
Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance. | —0 |
Adapt instructional techniques to the age and skill levels of students. | —0 |
Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition. | —0 |
Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement. | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task | βE1 + 0.5 × E2 |
|---|---|
Review adapted physical education programs or practices to ensure compliance with government or other regulations.O*NET Task ID 17000 | 1.0 |
Request or order physical education equipment, following standard procedures.O*NET Task ID 17001 | 1.0 |
Write reports to summarize student performance, social growth, or physical development.O*NET Task ID 17002 | 1.0 |
Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.O*NET Task ID 17008 | 1.0 |
Maintain inventory of instructional equipment, materials, or aids.O*NET Task ID 17009 | 1.0 |
Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.O*NET Task ID 17012 | 1.0 |
Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education.O*NET Task ID 17003 | 0.5 |
Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities.O*NET Task ID 17004 | 0.5 |
Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students.O*NET Task ID 17007 | 0.5 |
Evaluate the motor needs of individual students to determine their need for adapted physical education services.O*NET Task ID 17010 | 0.5 |
Provide students positive feedback to encourage them and help them develop an appreciation for physical education.O*NET Task ID 17005 | 0.0 |
Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.O*NET Task ID 17006 | 0.0 |
Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.O*NET Task ID 17011 | 0.0 |
Assess students' physical progress or needs.O*NET Task ID 17014 | 0.0 |
Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition.O*NET Task ID 17017 | 0.0 |
Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.O*NET Task ID 17018 | 0.0 |
Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities.O*NET Task ID 21186 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page