Special Education Teachers, Kindergarten
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-2055.00
Teach academic, social, and life skills to kindergarten 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.
- Fuente de datos: ILOPublicado: 2025
0,28
0,09Rango de los valores aquí recogidos0,70Valor por grupo ocupacional
Escala, base y fuente
Índice de exposición a la IA generativa, 0–1 tal como se publica
Publicado por grupo primario ISCO-08. Vinculado a esta ocupación, total o parcialmente, aplicando tal como se publicaron las tablas de correspondencia de la U.S. Bureau of Labor Statistics (ISCO-08 a SOC 2010, SOC 2010 a SOC 2018)
- Fuente de datos: OpenAIPublicado: 2023
0,350
0,000Rango de los valores aquí recogidos0,844Escala, base y fuente
β de evaluadores humanos, 0–1 tal como se publica
Mapeado sobre tareas de O*NET
Task-level exposure
Solo tareas expuestas30 tareas evaluadas · 12 tareas con β ≥ 0,5 (40,0%)
β = exposición directa (E1) + 0,5 × exposición con herramientas disponibles (E2), según la definición del repositorio de origen.
- Unidad de origen: tareas de O*NET 27.2 → código de ocupación de O*NET 31.0
- 1 tarea puntuada no figura en la lista de tareas de O*NET 31.0; su puntuación se conserva tal como se publicó para O*NET 27.2.
- Fuente
- OpenAI "GPTs are GPTs" exposure rubric
- Versión
- gh-main-0471612
- Licencia
- MIT License, Copyright (c) 2024 OpenAI
Tareas de la ocupación O*NET-SOC 2010 25-2052.00 Special Education Teachers, Kindergarten and Elementary School, que hemos vinculado a esta ocupación mediante la tabla de correspondencia oficial O*NET-SOC 2010 a 2019
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.25-2052.00 | 0.016224.3 |
Observe and evaluate students' performance, behavior, social development, and physical health.25-2052.00 | 0.010916.5 |
Prepare objectives, outlines, or other materials for courses of study following curriculum guidelines or school or state requirements.25-2052.00 | 0.009313.9 |
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.25-2052.00 | 0.009013.5 |
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2052.00 | 0.00517.6 |
Prepare, administer, or grade tests or assignments to evaluate students' progress.25-2052.00 | 0.00436.5 |
Prepare reports on students and activities as required by administration.25-2052.00 | 0.00406.1 |
Interpret or transcribe classroom materials into Braille or sign language.25-2052.00 | 0.00334.9 |
Interpret the results of standardized tests to determine students' strengths and areas of need.25-2052.00 | 0.00233.5 |
Organize and display students' work in a manner appropriate for their perceptual skills.25-2052.00 | 0.00213.1 |
| Not observed on any surface — 30 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 |
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten or elementary school programs. | —0 |
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. | —0 |
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs). | —0 |
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. | —0 |
Coordinate placement of students with special needs into mainstream classes. | —0 |
Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development. | —0 |
Develop or implement strategies to meet the needs of students with a variety of disabilities. | —0 |
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | —0 |
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. | —0 |
Establish and communicate clear objectives for all lessons, units, and projects to students. | —0 |
Establish and enforce rules for behavior and procedures for maintaining order among students. | —0 |
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | —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 |
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 |
Modify the general kindergarten or elementary education curriculum for special-needs students. | —0 |
Organize and supervise games or other recreational activities to promote physical, mental, or social development. | —0 |
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | —0 |
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | —0 |
Teach students personal development skills, such as goal setting, independence, or self-advocacy. | —0 |
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | —0 |
Control the inventory or distribution of classroom equipment, materials, or supplies. | —0 |
Guide or counsel students with adjustment problems, academic problems, or special academic interests. | —0 |
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | —0 |
Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | —0 |
Perform administrative duties, such as assisting in school libraries, hall or cafeteria monitoring, or bus loading or unloading. | —0 |
Prepare assignments for teacher assistants or volunteers. | —0 |
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | —0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | —0 |
Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs. | —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 |
|---|---|
Control the inventory or distribution of classroom equipment, materials, or supplies.O*NET Task ID 22335 | 1.0 |
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.O*NET Task ID 22342 | 1.0 |
Prepare assignments for teacher assistants or volunteers.O*NET Task ID 22351 | 1.0 |
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs.O*NET Task ID 22331 | 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 22333 | 0.5 |
Develop or implement strategies to meet the needs of students with a variety of disabilities.O*NET Task ID 22336 | 0.5 |
Interpret or transcribe classroom materials into Braille or sign language.O*NET Task ID 22341 | 0.5 |
Modify the general kindergarten education curriculum for special-needs students.O*NET Task ID 22344 | 0.5 |
Organize and display students' work in a manner appropriate for their perceptual skills.O*NET Task ID 22347 | 0.5 |
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.O*NET Task ID 22353 | 0.5 |
Prepare, administer, or grade assignments to evaluate students' progress.O*NET Task ID 22354 | 0.5 |
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.O*NET Task ID 22355 | 0.5 |
Administer standardized ability and achievement tests to kindergarten students with special needs.O*NET Task ID 22329 | 0.0 |
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.O*NET Task ID 22330 | 0.0 |
Confer with other staff members to plan, schedule, 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 22332 | 0.0 |
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.O*NET Task ID 22334 | 0.0 |
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.O*NET Task ID 22337 | 0.0 |
Establish and enforce rules for behavior and procedures for maintaining order among students.O*NET Task ID 22338 | 0.0 |
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.O*NET Task ID 22339 | 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 22340 | 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 22343 | 0.0 |
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.O*NET Task ID 22345 | 0.0 |
Observe and evaluate students' performance, behavior, social development, and physical health.O*NET Task ID 22346 | 0.0 |
Organize and supervise games or other recreational activities to promote physical, mental, or social development.O*NET Task ID 22348 | 0.0 |
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.O*NET Task ID 22349 | 0.0 |
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.O*NET Task ID 22350 | 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 22352 | 0.0 |
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.O*NET Task ID 22356 | 0.0 |
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.O*NET Task ID 22357 | 0.0 |
Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs.O*NET Task ID 22358 | 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
Todas las tareas de O*NET 31.0 (29)
Todas las tareas de O*NET 31.0 de esta ocupación (en inglés, tal como se publicaron; tipo de tarea principal o complementaria). Los valores de exposición no figuran en esta lista; están en la tabla de arriba, junto a cada tarea con la redacción de la versión de O*NET que usó cada fuente.
| Tarea (O*NET 31.0) | Tipo |
|---|---|
| Administer standardized ability and achievement tests to kindergarten students with special needs. | Principal |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | Principal |
| Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs. | Principal |
| Confer with other staff members to plan, schedule, or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Principal |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. | Principal |
| Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. | Principal |
| Develop or implement strategies to meet the needs of students with a variety of disabilities. | Principal |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | Principal |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | Principal |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | Principal |
| Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs. | Principal |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | Principal |
| 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. | Principal |
| Modify the general kindergarten education curriculum for students with disabilities. | Principal |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | Principal |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principal |
| Organize and display students' work in a manner appropriate for their perceptual skills. | Principal |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | Principal |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | Principal |
| Prepare assignments for teacher assistants or volunteers. | Principal |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | Principal |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. | Principal |
| Prepare, administer, or grade assignments to evaluate students' progress. | Principal |
| Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies. | Principal |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | Principal |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | Principal |
| Control the inventory or distribution of classroom equipment, materials, or supplies. | Complementaria |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | Complementaria |
| Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs. | Complementaria |
0,06/ 3· Índice de exposición a robots
Escala, base y fuente
Cada tarea física se califica de 0 a 3 según el entorno en el que robots ya implantados, vendidos o demostrados podrían realizarla (0 ninguno · 1 entornos diseñados para robots, como una celda de máquinas vallada o una línea de embotellado · 2 instalaciones estructuradas, como una farmacia hospitalaria o un puerto de contenedores · 3 entornos no estructurados, como un hogar particular o una obra de construcción), y las calificaciones se promedian según la proporción del tiempo de trabajo
Tareas físicas entre las tareas O*NET 29.3 de esta ocupación
Anthropic estimó las calificaciones y las proporciones de tiempo con Claude Opus 5 mediante búsqueda web (situación en 2026).
El índice de exposición a robots es una medida distinta de las cifras de exposición a la IA de este sitio y no puede sumarse a ellas ni compararse con ellas. No mide la adopción real ni el coste, y el 0 también incluye ocupaciones sin tareas físicas.
Calificación de cada tarea física
Niveles de entorno robótico (E0–E3)
E0 ningunoDetalles
Calificada como no realizable por robots que se han implantado, vendido o demostrado, ni siquiera en un entorno diseñado para robots
E1 entornos diseñados para robotsDetalles
Calificada como realizable en un entorno construido en torno a la máquina, como una celda de máquinas vallada o una línea de embotellado
E2 instalaciones estructuradasDetalles
Calificada como realizable en una instalación de trabajo de personas que una institución mantiene según un estándar de trabajo, como una farmacia hospitalaria o un puerto de contenedores
E3 entornos no estructuradosDetalles
Calificada como realizable en un entorno que ninguna institución mantiene según un estándar de trabajo, como un hogar particular o una obra de construcción
Solo se enumeran las tareas clasificadas como físicas; las demás tareas no tienen nivel en la fuente.
| Tarea (O*NET 29.3) | Nivel de entorno robótico |
|---|---|
| Control the inventory or distribution of classroom equipment, materials, or supplies. | E1 entornos diseñados para robots |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | E0 ninguno |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | E0 ninguno |
| Interpret or transcribe classroom materials into Braille or sign language. | E0 ninguno |
| Organize and display students' work in a manner appropriate for their perceptual skills. | E1 entornos diseñados para robots |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | E0 ninguno |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 ninguno |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | E0 ninguno |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | E1 entornos diseñados para robots |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | E0 ninguno |
Información ocupacional
Perspectivas de empleo (BLS)
La tabla de Proyecciones de Empleo de la BLS no tiene una fila para SOC 25-2055.
Vínculos con la clasificación coreana (KSCO)
Vínculos de la versión vigente de Korea Occupation Direct Crosswalk v1.1, elaborado por AI Changing Work. Los valores de relación se leen desde la ocupación O*NET-SOC.
| Código KSCO | Nombre KSCO | Relación | Estado |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | Esta ocupación es más estrecha | confirmado |
Definiciones de relación y estado(kr-direct v1.1)
Descripción ocupacional de la OIT
AI Changing Work vincula a esta ocupación los grupos primarios de la ISCO-08 que figuran abajo aplicando, tal como se publicaron, las tablas de correspondencia de la Oficina de Estadísticas Laborales de EE. UU. (BLS) (SOC 2018 a SOC 2010, SOC 2010 a ISCO-08), sin selección caso por caso; cada vínculo puede ser total o parcial.
- ISCO-08 2352Special Needs Teachers
Educadores para necesidades especiales
La definición, las tareas y los ejemplos que siguen son la descripción que hace la OIT de ese grupo primario, no de esta ocupación.
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.
Tareas
- (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.
Ocupaciones de ejemplo
Learning disabilities special education teacher · Learning support teacher · Remedial teacher · Teacher of gifted children · Teacher of the hearing impaired · Teacher of the sight impaired
Sources: ILO ISCO-08 — details: Credits
Vocabulario ocupacional ESCO
Cada entrada de abajo está emparejada con esta ocupación en el ESCO-O*NET Crosswalk publicado (versión 1, 2022). Los tipos de correspondencia son los de esa tabla; la redacción es de AI Changing Work.
- maestro de educación infantil para alumnado con necesidades educativas especiales/maestra de educación infantil para alumnado con necesidades educativas especialesESCO 2352.1.2Mismo alcance
Los maestros de educación infantil para alumnado con necesidades educativas especiales imparten formación específicamente adaptada a alumnos con diversas discapacidades a nivel de preescolar y se aseguran de que desarrollen todo su potencial de aprendizaje. Algunos de estos maestros trabajan con alumnos que tienen una discapacidad leve o moderada, y para ello aplican un plan de estudios modificado en función de las necesidades específicas de cada estudiante. Otros proporcionan asistencia y formación a alumnos con discapacidades intelectuales y autismo. Para ello se centran en impartirles conceptos básicos de alfabetización y destrezas prácticas para la vida diaria. Todos los maestros evalúan el progreso de los alumnos, teniendo en cuenta sus puntos fuertes y débiles, y comunican sus conclusiones a los padres, los orientadores, los administradores y otras partes implicadas.
- profesor itinerante para alumnado con necesidades educativas especiales/profesor itinerante para alumnado con necesidades educativas especialesESCO 2352.1.4Esta ocupación es más estrecha
Los profesores itinerantes para alumnado con necesidades educativas especiales enseñan a alumnos en edad infantil que tienen alguna discapacidad o enfermedad en sus hogares. Se trata de profesores especializados empleados por escuelas (públicas) para enseñar a los alumnos que no pueden asistir físicamente a la escuela, pero también para ayudar a los estudiantes, a los padres y al centro escolar en su comunicación. También cumplen la función de un trabajador social escolar al ayudar a los estudiantes y a los padres a abordar posibles problemas de comportamiento y al hacer cumplir, en su caso, las normas de asistencia escolar. En caso de una posible reincorporación presencial a la escuela, los profesores visitantes asesoran al colegio sobre las estrategias de orientación en clase y los métodos de enseñanza recomendables para ayudar al estudiante y hacer la transición lo más agradable posible.
- profesor para alumnado con necesidades educativas especiales/profesora para alumnado con necesidades educativas especialesESCO 2352.1Esta ocupación es más estrecha
Los profesores para alumnado con necesidades educativas especiales trabajan con y enseñan a estudiantes con discapacidad intelectual o física que se encuentran en la infancia, la adolescencia o la edad adulta. Utilizan una gama de conceptos, estrategias y herramientas especializados para optimizar la comunicación, la movilidad, la autonomía y la integración social de los alumnos. Seleccionan métodos pedagógicos y recursos de apoyo que le permiten a los alumnos desarrollar al máximo su potencial para vivir de forma autónoma.
- coordinador de necesidades educativas especiales/coordinadora de necesidades educativas especialesESCO 2351.4Se solapan, no son iguales
Los coordinadores de necesidades educativas especiales supervisan los programas y las actividades que proporcionan apoyo educativo a estudiantes con diversas discapacidades. Se aseguran de estar al día de los últimos avances en el ámbito de la investigación sobre necesidades especiales, con el objetivo de facilitar los procesos educativos especiales necesarios para maximizar el crecimiento y el potencial de aprendizaje de los estudiantes con necesidades educativas especiales. Además asesoran al responsable de la dirección del departamento de educación especial sobre estos avances y propuestas de nuevos programas.
Fuente: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licencia: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Vínculos con la clasificación francesa (ROME)
Vínculos entre esta ocupación y fichas ROME 4.0, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación. Los vínculos marcados como «provisional» se adoptaron basándose únicamente en los juicios de dos evaluadores de la misma familia de modelos (Claude), o mediante una regla del operador aplicada a esos juicios, por lo que se sustentan en evidencia más débil que los vínculos confirmados.
| Código ROME | Denominación ROME (francés) | Relación |
|---|---|---|
| K2106 | Professeur / Professeure des écoles | Relacionada, no equivalenteprovisional |
| K2127 | Professeur / Professeure d'enseignement général pour déficients sensoriels | Relacionada, no equivalenteprovisional |
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)
Vínculos con la clasificación española (CNO-11)
Vínculos entre esta ocupación y ocupaciones CNO-11, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código CNO-11 | Denominación CNO-11 (español) | Relación |
|---|---|---|
| 2311 | Profesores de educación especial | Esta ocupación es más estrecha |
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)
Vínculos con la clasificación alemana (KldB)
Vínculos entre esta ocupación y ocupaciones KldB, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código KldB | Denominación KldB (alemán) | Relación |
|---|---|---|
| 84134 | Lehrkräfte an Förderschulen - hoch komplexe Tätigkeiten | Esta ocupación es más estrechaprovisional |
| 83133 | Berufe in Heilerziehungspflege und Sonderpädagogik - komplexe Spezialistentätigkeiten | Relacionada, no equivalenteprovisional |
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)
Vínculos con la clasificación japonesa (JSCO)
Vínculos entre esta ocupación y ocupaciones JSCO, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código JSCO | Denominación JSCO (japonés) | Relación |
|---|---|---|
| 196 | 特別支援学校教員 | Relacionada, no equivalente |
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)
Fuentes de datos y licencias de esta página, y avisos de modificación y traducción de AI Changing Work: Créditos y fuentes