Special Education Teachers

Education & Training

United States · BLS Employment Projections 2025–35: this SOC code is not among the published items.

AI exposure

Data source: ILOPublished: 2025
0.28
0.09Range of values carried here0.70
Group-level value
Scale, basis and source
Generative AI exposure index, 0–1 as published
ISCO-08 unit group — every occupation sharing the code gets this value
Computed by this site, not published by the ILO: of the 1,012 occupations this site links to the ILO dataset, 73% score at or above this value.
Source dataset
Data source: OpenAIPublished: 2023
0.350
0.000Range of values carried here0.844
Scale, basis and source
Human-rater β, 0–1 as published
Mapped onto O*NET tasks
Source dataset

Task-level exposure

Task	Claude.aiRaw / share %	APIRaw / share %
Prepare objectives, outlines, or other materials for courses of study following curriculum guidelines or school or state requirements. 25-2052	0.017535.8	—0
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. 25-2052	0.008417.2	0.001913.0
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies. 25-2052	0.006613.5	0.004733.3
Prepare reports on students and activities as required by administration. 25-2052	0.00459.2	—0
Observe and evaluate students' performance, behavior, social development, and physical health. 25-2052	0.00408.2	0.006042.0
Teach students personal development skills, such as goal setting, independence, or self-advocacy. 25-2052	0.00234.7	—0
Organize and display students' work in a manner appropriate for their perceptual skills. 25-2052	0.00224.5	—0
Prepare, administer, or grade tests or assignments to evaluate students' progress. 25-2052	0.00193.9	—0
Interpret the results of standardized tests to determine students' strengths and areas of need. 25-2052	0.00153.1	0.001611.6
Not observed on any surface — 31 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.
Administer standardized ability and achievement tests to kindergarten or elementary students with special needs.	—0	—0
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten or elementary school programs.	—0	—0
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.	—0	—0
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).	—0	—0
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.	—0	—0
Coordinate placement of students with special needs into mainstream classes.	—0	—0
Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.	—0	—0
Develop or implement strategies to meet the needs of students with a variety of disabilities.	—0	—0
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.	—0	—0
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.	—0	—0
Establish and communicate clear objectives for all lessons, units, and projects to students.	—0	—0
Establish and enforce rules for behavior and procedures for maintaining order among students.	—0	—0
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.	—0	—0
Instruct special needs students in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.	—0	—0
Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.	—0	—0
Modify the general kindergarten or elementary education curriculum for special-needs students.	—0	—0
Organize and supervise games or other recreational activities to promote physical, mental, or social development.	—0	—0
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.	—0	—0
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.	—0	—0
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.	—0	—0
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.	—0	—0
Control the inventory or distribution of classroom equipment, materials, or supplies.	—0	—0
Guide or counsel students with adjustment problems, academic problems, or special academic interests.	—0	—0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.	—0	—0
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.	—0	—0
Perform administrative duties, such as assisting in school libraries, hall or cafeteria monitoring, or bus loading or unloading.	—0	—0
Prepare assignments for teacher assistants or volunteers.	—0	—0
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.	—0	—0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.	—0	—0
Interpret or transcribe classroom materials into Braille or sign language.	—0	—0
Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs.	—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	βE1 + 0.5 × E2
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. O*NET Task ID 22360	1.0
Establish and communicate clear objectives for all lessons, units, and projects to students. O*NET Task ID 22367	1.0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. O*NET Task ID 22374	1.0
Administer standardized ability and achievement tests to elementary students with special needs. O*NET Task ID 22359	0.5
Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs. O*NET Task ID 22361	0.5
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. O*NET Task ID 22362	0.5
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. O*NET Task ID 22363	0.5
Coordinate placement of students with special needs into mainstream classes. O*NET Task ID 22364	0.5
Develop or implement strategies to meet the needs of students with a variety of disabilities. O*NET Task ID 22365	0.5
Interpret the results of standardized tests to determine students' strengths and areas of need. O*NET Task ID 22373	0.5
Modify the general elementary education curriculum for special-needs students. O*NET Task ID 22376	0.5
Observe and evaluate students' performance, behavior, social development, and physical health. O*NET Task ID 22378	0.5
Organize and display students' work in a manner appropriate for their perceptual skills. O*NET Task ID 22379	0.5
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. O*NET Task ID 22381	0.5
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. O*NET Task ID 22384	0.5
Prepare, administer, or grade tests or assignments to evaluate students' progress. O*NET Task ID 22385	0.5
Show 6 more tasks ▾Show less ▴
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. O*NET Task ID 22366	0.0
Establish and enforce rules for behavior and procedures for maintaining order among students. O*NET Task ID 22368	0.0
Guide or counsel students with adjustment problems, academic problems, or special academic interests. O*NET Task ID 22369	0.0
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. O*NET Task ID 22370	0.0
Instruct special needs students in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs. O*NET Task ID 22371	0.0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. O*NET Task ID 22372	0.0
Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments. O*NET Task ID 22375	0.0
Monitor teachers or teacher assistants to ensure adherence to special education program requirements. O*NET Task ID 22377	0.0
Organize and supervise games or other recreational activities to promote physical, mental, or social development. O*NET Task ID 22380	0.0
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. O*NET Task ID 22382	0.0
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. O*NET Task ID 22383	0.0
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. O*NET Task ID 22386	0.0
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. O*NET Task ID 22387	0.0
Teach students personal development skills, such as goal setting, independence, or self-advocacy. O*NET Task ID 22388	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

Occupation information

ILO

ILO occupational description

Special Needs Teachers

Special needs teachers teach physically or mentally handicapped children, young persons, or adults, or those with learning difficulties or other special needs. They promote the social, emotional, intellectual and physical development of their students.

Tasks

(a) assessing students' abilities and limitations with regard to intellectual, physical, social and emotional impairments, exceptional intellectual gifts, or other specific problems;
(b) designing or modifying curricula and preparing and delivering programmes, lessons and activities adapted to students’ abilities and needs;
(c) giving instruction on an individual or group basis using special techniques or aids appropriate to students’ needs;
(d) employing special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory;
(e) establishing and enforcing rules for behaviour and policies and procedures to maintain order among students;
(f) teaching academic subjects and practical and self-help skills to students with hearing, sight and other impairments;
(g) stimulating and developing students’ confidence interests, abilities, manual skills and coordination;
(h) conferring with other staff members to plan and schedule lessons for special needs students;
(i) preparing and maintaining student data and other records and submitting reports;
(j) administering various forms of assessment and evaluating progress of each student;
(k) conferring with students, parents, head teacher and other relevant professionals involved in the students’ care to develop individual educational plans designed to promote students' development.

Example occupations

Learning disabilities special education teacher · Learning support teacher · Remedial teacher · Teacher of gifted children · Teacher of the hearing impaired · Teacher of the sight impaired

Indirect mapping — this occupation is linked to the ISCO unit group by a rule-based fallback.

ISCO-08 2352

Sources: ILO ISCO-08 — details: Credits

ESCO occupational vocabulary

adult literacy teacherESCO 2352.1.1
Adult literacy teachers instruct adult students, including recent immigrants and early school leavers, in basic reading and writing skills, usually on primary school level. Adult literacy teachers involve the students in the planning and executing of their reading activities, and assess and evaluate them individually through assignments and examinations.
special educational needs teacher secondary schoolESCO 2352.1.6
Special educational needs teachers at secondary schools provide specially-designed instruction to students on with a variety of disabilities on a secondary school level and ensure they reach their learning potential. Some special educational needs teachers at secondary schools work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other special educational needs teachers at secondary schools assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic and advanced literacy, life and social skills. All teachers assess the students' progress, taking into account their strengths and weaknesses, and communicate their findings to parents, counselors, administrators and other parties involved.
teacher of talented and gifted studentsESCO 2352.2
Talented and gifted students co-ordinators ensure suitable education is provided to talented and gifted students, commonly children and young adults, on various levels. They oversee the implementation of the school's gifted policy, monitor the students’ progress, and suggest extra activities to stretch and stimulate.
learning support teacherESCO 2352.1.3
Learning support teachers assist students who have general learning difficulties. Learning support teachers focus on basic skills such as numeracy and literacy and thus teach basic subjects such as writing, reading, math and languages and they work for an educational institution such as a primary or secondary school. They support students in their school work, plan learning strategies, identify their learning needs and progress, and act accordingly. They can work in various educational set-ups and act as support for other teachers or manage their own class.
special educational needs itinerant teacherESCO 2352.1.4
Special educational needs itinerant teachers instruct disabled or sick children in their homes. They are specialised teachers employed by (public) schools to teach those unable to physically attend school, but also to assist the student, the parents and the school in their communication. They also fulfil the function of a social school worker by helping the students and parents with a student's potential behavioural issues and enforce, if necessary, school attendance regulations. In case of a possible physical (re)admission to school, visiting teachers advise the school regarding suitable classroom guidance strategies and advisable teaching methods to support the student and make the transition as agreeable as possible.
special educational needs teacherESCO 2352.1
Special educational needs teachers work with and teach children, young people, and adults with an intellectual or physical disability. They use a range of specialised concepts, strategies and tools to optimise learners' communication, mobility, autonomy, and social integration. They select teaching methods and support resources to enable individual learners to maximise their potential for independent living.
early years special educational needs teacherESCO 2352.1.2
Early years special educational needs teachers provide specially-designed instruction to students with a variety of disabilities on a kindergarten level and ensure they reach their learning potential. Some early years special educational needs teachers work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other early years special educational needs teachers assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic literacy and life skills. All teachers assess the students' progress, taking into account their strengths and weaknesses, and communicate their findings to parents, counselors, administrators and other parties involved.
special educational needs teacher primary schoolESCO 2352.1.5
Special educational needs teachers at primary schools provide specially-designed instruction to students with a variety of disabilities on a primary school level and ensure they reach their learning potential. Some special educational needs teachers at primary schools work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other special educational needs teachers at primary schools assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic and advanced literacy, life and social skills. All teachers assess the students' progress, taking into account their strengths and weaknesses, and communicate their findings to parents, counselors, administrators and other parties involved.

Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)

License: CC BY 4.0 (EU Reuse Notice)

View original

ESCO reuse terms and the modification notice are in Credits.

KEIS2025

Shown in the original Korean. This dataset is published under KOGL Type 4, which prohibits derivative works including translation, so the text is reproduced unaltered.

특수교육 교사KNOW K000001113
Job outlook: 증가(6%) 현상유지(46%) 감소(46%)
Wages (10,000 KRW): lower(25%) 3.3K average(50%) 4.0K upper(25%) 4.875K
minacross 461 KNOW occupationsmax
Job satisfaction: 71.1
minacross 461 KNOW occupationsmax
Details
Duties
- -특수학교에서 또는 일반학교의 특수학급에서 정신지체, 정서장애, 청각장애, 시각장애, 지체부자유 등의 장애학생들을 교육한다.
- -정신지체 담당교사는 평균이하의 지적능력과 적응행동 결함 학생들을 대상으로 기초학습과 사회적응력 향상교육을 실시한다.
- -지체부자유 담당교사는 상지, 하지 및 체간(몸통)의 일부 또는 전신의 운동기능 장애학생을 대상으로 기본교육과정을 교수하고 학생의 신체적 장애를 보상할 수 있는 여러가지 교수학습도구를 고안하고 사용한다.
- -청각장애 담당교사는 청각장애학생을 대상으로 보청기를 이용한 청능훈련, 독화지도, 발어지도 등의 의사소통 훈련을 중점적으로 교육한다.
- -시각장애 담당교사는 정상적인 환경에서 시력을 통한 학습에 장애가 있는 학생들을 대상으로 기본교육과정을 교수하고 점자지도, 일상생활적응훈련, 보행기술등을 가르친다.
- -전공과 학생을 대상으로 마사지, 지압, 전기치료 등을 가르치기도 한다.
- -정서장애 담당교사는 정서표현이 극단적이거나 편향적인 장애학생들을 대상으로 사회부적응 행동을 소거하고 원활한사회적응을 위한 훈련에 중점을 둔다.
See details on KNOW (Korea Employment Information Service) (external site)
Work abilities
가르치기(100) · 학습전략(99) · 행동조정(93) · 반응시간과 속도(82) · 사람 파악(81)
Knowledge
상담(83) · 심리(82) · 교육 및 훈련(80) · 사회와 인류(79) · 철학과 신학(71)
Work environment
다른 사람과 신체적 접촉(80) · 건강 및 안전에 대한 책임(78) · 다른 사람과의 접촉(78) · 서서 근무(73) · 연설, 발표, 회의하기(73)
Related occupations
중·고등학교 교사 · 초등학교교사
중·고등학교 교사KNOW K000001065
Job outlook: 증가(10%) 현상유지(33%) 감소(57%)
Wages (10,000 KRW): lower(25%) 4.0K average(50%) 4.95K upper(25%) 7.25K
minacross 461 KNOW occupationsmax
Job satisfaction: 73.5
minacross 461 KNOW occupationsmax
Details
Duties
- - 학습내용을 가르치기 위하여 교과서, 시청각 자료, 실험장치와 적절한
- 교수방법을 적용한다.
- - 학습진단을 위하여 시험을 출제하고 그 결과를 평가하여 성적표를 작성한다.
- - 전·입학 등의 학사업무를 처리하고 교직원회의 및 교사연수교육에 참여한다.
- - 단체활동이나 특별활동을 지도하고 각종 학교행사를 준비 지도한다.
- - 학업, 인성, 사회적응문제에 관하여 학부모와 상담하고 조언한다.
See details on KNOW (Korea Employment Information Service) (external site)
Work abilities
가르치기(100) · 학습전략(98) · 사람 파악(96) · 듣고 이해하기(92) · 말하기(91)
Knowledge
교육 및 훈련(87) · 상담(86) · 국어(84) · 역사(77) · 심리(75)
Work environment
연설, 발표, 회의하기(96) · 불쾌하거나 무례한 사람 상대(85) · 서서 근무(81) · 공문, 문서 주고받기(77) · 사람들과 직접 접촉(71)
Related occupations
특수교육 교사 · 초등학교교사
초등학교교사KNOW K000007558
Job outlook: 증가(10%) 현상유지(26%) 감소(64%)
Wages (10,000 KRW): lower(25%) 4.0K average(50%) 4.3K upper(25%) 5.3K
minacross 461 KNOW occupationsmax
Job satisfaction: 72.6
minacross 461 KNOW occupationsmax
Details
Duties
- -도덕, 국어, 사회, 수학, 자연, 영어, 체육, 음악, 미술 및 실과 등의 초등교과목에 대한 학습지도안을 작성한다.
- -수업자료를 개발하고 준비한다. 출석을 확인하고 교과서 및 시청각자료를 활용하여 수업을 진행한다.
- -교과목에 따라 다양한 실험·실습을 하거나 현장견학 및 야외수업을 한다.
- -과제를 내주고 결과를 검토 및 지도한다.
- -수행평가, 진단평가, 행동평가 등 다양한 방법으로 학생들을 평가하고 생활기록부를 작성한다.
- -학급의 훈육을 담당하며 교내외 생활을 지도한다.
- -교실청소 및 환경정리를 지도·감독한다.
- -보건 및 체육검사를 실시하여 건강기록부를 작성한다.
- -학생들의 학업 및 학교생활에 관한 문제, 가정생활, 교우관계 등에 대해 학부모와 상담한다.
- -전·입학 및 금전취급 사무를 처리한다.
- -학교 교육과정의 편성 및 운영에 참여하고 교직원회의에 참석하는 등 학교업무를 수행한다.
- -교내 클럽활동, 특별활동 및 각종 학교행사를 준비·지도한다.
- -학급경영록, 수행평가종합기록부 등 각종 장부 및 공문서 등을 기록·처리한다.
See details on KNOW (Korea Employment Information Service) (external site)
Work abilities
가르치기(100) · 학습전략(99) · 기억력(97) · 말하기(97) · 수리력(96)
Knowledge
역사(99) · 국어(93) · 지리(90) · 산수와 수학(84) · 생물(84)
Work environment
연설, 발표, 회의하기(96) · 공문, 문서 주고받기(84) · 불쾌하거나 무례한 사람 상대(84) · 사람들과 직접 접촉(79) · 서서 근무(78)
Related occupations
중·고등학교 교사 · 특수교육 교사

The KNOW occupations and KECO codes listed here were linked to this page's occupation by this site; this is not a correspondence defined by the Korea Employment Information Service or the Ministry of Employment and Labor.