Low Vision Therapists, Orientation and Mobility Specialists, and Vision Rehabilitation Therapists
Healthcare Practitioners and Technical Occupations- O*NET-SOC code
- 29-1122.01
Provide therapy to patients with visual impairments to improve their functioning in daily life activities. May train patients in activities such as computer use, communication skills, or home management skills.
- Data source: BLSPublished: 2026-08
High· relative
LowFour relative bandsVery highGroup-level value
Scale, basis and source
Four relative bands (Low / Moderate / High / Very high)
831 detailed occupations in the BLS Employment Projections table. Assigned per National Employment Matrix (NEM) code, so occupations sharing a NEM code carry the same band
- Data source: AnthropicPublished: 2026-03
0.008
0.000Range of values carried here0.745Group-level value
Scale, basis and source
Observed exposure index, 0–1 as published
Mapped onto O*NET tasks
Published per SOC 2018 occupation; every O*NET occupation with the same SOC 2018 code carries this value
- Data source: ILOPublished: 2025
0.20
0.09Range of values carried here0.70Group-level value
Scale, basis and source
Generative AI exposure index, 0–1 as published
Published per ISCO-08 unit group. Linked to this occupation, wholly or in part, by applying U.S. Bureau of Labor Statistics crosswalks (ISCO-08 to 2010 SOC, 2010 SOC to 2018 SOC) as published
What kind of figure this source publishes
The BLS category is a relative rank, not an absolute level, and it is not a first-hand measurement: it groups an occupation's percentile ranks across several published studies into four bands. It is not an employment or wage forecast, not a probability of adoption, and it does not separate automation from augmentation.
Task-level exposure
Exposed tasks only21 rated tasks · 10 tasks with β ≥ 0.5 (47.6%)
β = direct exposure (E1) + 0.5 × exposure when tools are available (E2), per the source repository's definition.
- Source unit: O*NET 27.2 tasks → O*NET 31.0 occupation code
- All rated tasks are in the O*NET 31.0 task list.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Release
- gh-main-0471612
- License
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Provide consultation, support, or education to groups such as parents and teachers.29-1122.01 | 0.015573.1 | 0.004171.4 |
Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice.29-1122.01 | 0.003416.0 | —0 |
Write reports or complete forms to document assessments, training, progress, or follow-up outcomes.29-1122.01 | 0.002310.8 | 0.001628.6 |
| Not observed on any surface — 17 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. | ||
Teach cane skills including cane use with a guide, diagonal techniques, and two-point touches. | —0 | —0 |
Participate in professional development activities such as reading literature, continuing education, attending conferences, and collaborating with colleagues. | —0 | —0 |
Obtain, distribute, or maintain low vision devices. | —0 | —0 |
Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions. | —0 | —0 |
Administer tests and interpret test results to develop rehabilitation plans for clients. | —0 | —0 |
Teach clients to travel independently using a variety of actual or simulated travel situations or exercises. | —0 | —0 |
Train clients to use tactile, auditory, kinesthetic, olfactory, and propioceptive information. | —0 | —0 |
Train clients to use adaptive equipment such as large print, reading stands, lamps, writing implements, software, and electronic devices. | —0 | —0 |
Monitor clients' progress to determine whether changes in rehabilitation plans are needed. | —0 | —0 |
Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals. | —0 | —0 |
Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | —0 | —0 |
Train clients with visual impairments to use mobility devices or systems such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | —0 | —0 |
Identify visual impairments related to basic life skills in areas such as self-care, literacy, communication, health management, home management, and meal preparation. | —0 | —0 |
Teach independent living skills or techniques such as adaptive eating, medication management, diabetes management, and personal management. | —0 | —0 |
Recommend appropriate mobility devices or systems such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | —0 | —0 |
Design instructional programs to improve communication using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs). | —0 | —0 |
Train clients to read or write Braille. | —0 | —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 (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Participate in professional development activities, such as reading literature, continuing education, attending conferences, and collaborating with colleagues.O*NET Task ID 17339 | 1.0 |
Write reports or complete forms to document assessments, training, progress, or follow-up outcomes.O*NET Task ID 17349 | 1.0 |
Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice.O*NET Task ID 17337 | 0.5 |
Provide consultation, support, or education to groups such as parents and teachers.O*NET Task ID 17338 | 0.5 |
Design instructional programs to improve communication, using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs).O*NET Task ID 17341 | 0.5 |
Administer tests and interpret test results to develop rehabilitation plans for clients.O*NET Task ID 17343 | 0.5 |
Train clients to read or write Braille.O*NET Task ID 17344 | 0.5 |
Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals.O*NET Task ID 17350 | 0.5 |
Identify visual impairments related to basic life skills in areas such as self care, literacy, communication, health management, home management, and meal preparation.O*NET Task ID 17353 | 0.5 |
Recommend appropriate mobility devices or systems, such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs).O*NET Task ID 17355 | 0.5 |
Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches.O*NET Task ID 17336 | 0.0 |
Obtain, distribute, or maintain low vision devices.O*NET Task ID 17340 | 0.0 |
Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions.O*NET Task ID 17342 | 0.0 |
Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises.O*NET Task ID 17345 | 0.0 |
Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information.O*NET Task ID 17346 | 0.0 |
Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices.O*NET Task ID 17347 | 0.0 |
Monitor clients' progress to determine whether changes in rehabilitation plans are needed.O*NET Task ID 17348 | 0.0 |
Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals.O*NET Task ID 17351 | 0.0 |
Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs).O*NET Task ID 17352 | 0.0 |
Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management.O*NET Task ID 17354 | 0.0 |
Teach self-advocacy skills to clients.O*NET Task ID 23918 | 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
All O*NET 31.0 task statements (21)
All O*NET 31.0 task statements for this occupation (English, as published; task type core or supplemental). Exposure values are not listed here; they are in the table above, next to each task statement as worded in the O*NET version each source used.
| Task (O*NET 31.0) | Type |
|---|---|
| Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches. | Core |
| Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice. | Core |
| Provide consultation, support, or education to groups such as parents and teachers. | Core |
| Participate in professional development activities, such as reading literature, continuing education, attending conferences, and collaborating with colleagues. | Core |
| Obtain, distribute, or maintain low vision devices. | Core |
| Design instructional programs to improve communication, using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs). | Core |
| Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions. | Core |
| Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises. | Core |
| Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information. | Core |
| Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices. | Core |
| Monitor clients' progress to determine whether changes in rehabilitation plans are needed. | Core |
| Write reports or complete forms to document assessments, training, progress, or follow-up outcomes. | Core |
| Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals. | Core |
| Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | Core |
| Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | Core |
| Identify visual impairments related to basic life skills in areas such as self care, literacy, communication, health management, home management, and meal preparation. | Core |
| Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management. | Core |
| Recommend appropriate mobility devices or systems, such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | Core |
| Teach self-advocacy skills to clients. | Core |
| Administer tests and interpret test results to develop rehabilitation plans for clients. | Supplemental |
| Train clients to read or write Braille. | Supplemental |
0.00/ 3· Robot exposure index
Scale, basis and source
Each physical task is graded 0–3 by the setting in which robots that have been deployed, sold or demonstrated could do it (0 none · 1 purpose-built robot settings such as a fenced machine cell or a bottling line · 2 structured facilities such as a hospital pharmacy or a container port · 3 unstructured settings such as a private home or a construction site), and the grades are averaged by share of working time
Physical tasks among this occupation's O*NET 29.3 tasks
Anthropic estimated the grades and time shares with Claude Opus 5 using web search, as of 2026.
The robot exposure index is a different measure from the AI exposure figures on this site and cannot be added to or compared with them. It does not measure actual adoption or cost, and 0 also covers occupations with no physical tasks.
Tier of each physical task
Robot environment tiers (E0–E3)
E0 noneDetails
Rated not doable by robots that have been deployed, sold or demonstrated, even in a purpose-built setting
E1 purpose-built robot settingsDetails
Rated doable in a setting built around the machine, such as a fenced machine cell or a bottling line
E2 structured facilitiesDetails
Rated doable in a human work facility that an institution keeps to a working standard, such as a hospital pharmacy or a container port
E3 unstructured settingsDetails
Rated doable in a setting that no institution keeps to a working standard, such as a private home or a construction site
Only tasks classified as physical are listed; other tasks have no tier in the source.
| Task (O*NET 29.3) | Robot environment tier |
|---|---|
| Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches. | E0 none |
| Obtain, distribute, or maintain low vision devices. | E0 none |
| Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises. | E0 none |
| Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information. | E0 none |
| Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices. | E0 none |
| Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | E0 none |
| Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | E0 none |
| Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management. | E0 none |
| Administer tests and interpret test results to develop rehabilitation plans for clients. | E0 none |
Occupation information
Employment outlook (BLS)
Values for the whole SOC 29-1122 group (Occupational therapists), not for this O*NET occupation alone.
- Employment, 2025
- 170K
- Projected employment, 2035
- 195K
- Change (2025–35)
- +14.8%
- Median annual wage, 2025
- $100,330
- Typical education needed for entry
- Master's degree
Korea classification links (KSCO)
Links from the current release of the Korea Occupation Direct Crosswalk v1.1, made by AI Changing Work. Relation values are read from the O*NET-SOC occupation side.
| KSCO code | KSCO title | Relation | Status |
|---|---|---|---|
| 24699 | 그 외 치료‧재활사 및 의료기사 | Related, not a match | confirmed |
| 26231 | 시각장애인 특수교육 교사 | Related, not a match | confirmed |
Relation and status definitions(kr-direct v1.1)
ILO occupational description
AI Changing Work links the ISCO-08 unit groups below to this occupation by applying the U.S. Bureau of Labor Statistics crosswalks (2018 SOC to 2010 SOC, 2010 SOC to ISCO-08) as published, without case-by-case selection; each link may be whole or partial.
- ISCO-08 2269Health Professionals Not Elsewhere Classified
The definition, tasks and examples below are the ILO's description of that unit group, not of this occupation.
This unit group covers health professionals not classified elsewhere in Sub-major Group 22: Health Professionals. For instance, the group includes occupations such as podiatrist, occupational therapist, recreational therapist, chiropractor, osteopath and other professionals providing diagnostic, preventive, curative and rehabilitative health services.
Tasks
- In such cases tasks would include -
- (a) interviewing patients and conducting diagnostic tests to determine their health status, functional limitations, and the nature of physical or mental disorders, illnesses or other health problems;
- (b) developing and implementing treatment plans for injuries, illnesses and other physical and mental impairments;
- (c) evaluating and documenting patients' progress through treatment plans, and referring patients and families to medical doctors or other health care providers for specialized, rehabilitative or other care services as needed;
- (d) administering therapeutic care and treatment to patients, including through application of manual and physical chiropractic and osteopathic techniques;
- (e) recommending environmental adaptations in the home, leisure, work and school environments on an individual or group basis to enable individuals with functional limitations to perform their daily activities and occupations;
- (f) planning and implementing therapeutic programmes on an individual and group basis for improving and maintaining physical, cognitive, emotional and social functioning, including through the use of arts and crafts, dance and movement, music and other recreational activities;
- (g) identifying and prescribing treatments for conditions affecting the foot, ankle and related structures of the leg due to illness, disease or other physical impairment, and prescribing corrective footwear and advising on foot care to manage foot ailments;
- (h) performing minor surgical procedures such as on the foot and ankles.
Example occupations
Arts therapist · Chiropractor · Dance and movement therapist · Occupational therapist · Osteopath · Podiatrist · Recreational therapist
Sources: ILO ISCO-08 — details: Credits
ESCO occupational vocabulary
Each entry below is matched to this occupation in the published ESCO-O*NET Crosswalk (version 1, 2022). The match types are that crosswalk's; the wording is AI Changing Work's.
- occupational therapy assistantESCO 2269.5This occupation is broader
Occupational therapy assistants support occupational therapists by working with people and communities to enhance their ability to engage in the occupations they want to, need to, or are expected to do, or by modifying the occupation or the environment to better support their occupational engagement. They work under the supervision of an occupational therapist.
- rehabilitation support workerESCO 2635.3.22Overlapping, not the same
Rehabilitation support workers provide counselling to individuals dealing with birth defects or with major consequences caused by diseases, accidents, and burnouts. They help them to cope with personal, social and vocational issues. They assess the personal needs of clients, develop rehabilitation plans, get involved in the training, and help people undergoing a rehabilitation plan with job placement.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
License: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
France classification links (ROME)
AI Changing Work's links between this occupation and ROME 4.0 job profiles, judged with AI models. Relations are read from this occupation's side. Links marked “provisional” were adopted on the judgments of two judges from the same model family (Claude) alone, or by an operator rule applied to their judgments, so they rest on weaker evidence than confirmed links.
| ROME code | ROME title (French) | Relation |
|---|---|---|
| K1301 | Educateur / Educatrice en locomotion | This occupation is narrowerprovisional |
| J1407 | Orthoptiste | Related, not a matchprovisional |
| K2127 | Professeur / Professeure d'enseignement général pour déficients sensoriels | Related, not a matchprovisional |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
Spain classification links (CNO-11)
AI Changing Work's links between this occupation and CNO-11 occupations, judged with AI models. Relations are read from this occupation's side.
| CNO-11 code | CNO-11 title (Spanish) | Relation |
|---|---|---|
| 2156 | Terapeutas ocupacionales | Related, not a match |
| 2159 | Profesionales de la salud no clasificados bajo otros epígrafes | Related, not a match |
| 2311 | Profesores de educación especial | Related, not a match |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
Germany classification links (KldB)
AI Changing Work's links between this occupation and KldB occupations, judged with AI models. Relations are read from this occupation's side.
| KldB code | KldB title (German) | Relation |
|---|---|---|
| 83133 | Berufe in Heilerziehungspflege und Sonderpädagogik - komplexe Spezialistentätigkeiten | Related, not a match |
| 83134 | Berufe in Heilerziehungspflege und Sonderpädagogik - hoch komplexe Tätigkeiten | Related, not a match |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
Japan classification links (JSCO)
AI Changing Work's links between this occupation and JSCO occupations, judged with AI models. Relations are read from this occupation's side.
| JSCO code | JSCO title (Japanese) | Relation |
|---|---|---|
| 145 | 視能訓練士，言語聴覚士 | Related, not a match |
| 162 | 福祉施設指導専門員 | Related, not a matchprovisional |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
Sources, licenses and AI Changing Work's modification and translation notices for this page: Credits & sources