Special Education Teachers, Elementary School
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-2056.00
Teach academic, social, and life skills to elementary 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.
Los nombres de las ocupaciones y las descripciones de tareas se muestran en inglés, tal como se publicaron. Las etiquetas, incluidos los tipos de tarea, están traducidas.
Exposición a la IA
- 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
Exposición a la IA (rúbrica de OpenAI)
30 tareas evaluadas · 16 tareas con β ≥ 0,5 (53.3%)
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
- Todas las tareas puntuadas figuran en la lista de tareas de O*NET 31.0.
- Fuente
- OpenAI "GPTs are GPTs" exposure rubric
- Versión
- gh-main-0471612
- Licencia
- MIT License, Copyright (c) 2024 OpenAI
Tareas
Descripciones de tareas de la O*NET® 31.0 Database, primero las tareas principales.
| Tarea | Tipo | β (OpenAI) |
|---|---|---|
| Administer standardized ability and achievement tests to elementary students with special needs. | Principal | 0,5 |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | Principal | 1 |
| Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs. | Principal | 0,5 |
| Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. | Principal | 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. | Principal | 0,5 |
| Coordinate placement of students with special needs into mainstream classes. | Principal | 0,5 |
| Develop or implement strategies to meet the needs of students with a variety of disabilities. | Principal | 0,5 |
| Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. | Principal | 0 |
| Establish and communicate clear objectives for all lessons, units, and projects to students. | Principal | 1 |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | Principal | 0 |
| Guide or counsel students with adjustment problems, academic problems, or special academic interests. | Principal | 0 |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | Principal | 0 |
| 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 | 0 |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | Principal | 0 |
| Interpret the results of standardized tests to determine students' strengths and areas of need. | Principal | 0,5 |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | Principal | 1 |
| 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 | 0 |
| Modify the general elementary education curriculum for students with disabilities. | Principal | 0,5 |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | Principal | 0 |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principal | 0,5 |
| Organize and display students' work in a manner appropriate for their perceptual skills. | Principal | 0,5 |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | Principal | 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. | Principal | 0,5 |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | Principal | 0 |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | Principal | 0 |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. | Principal | 0,5 |
| Prepare, administer, or grade tests or assignments to evaluate students' progress. | Principal | 0,5 |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | Principal | 0 |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | Principal | 0 |
| Teach students personal development skills, such as goal setting, independence, or self-advocacy. | Principal | 0 |
Información ocupacional
Fuentes y atribución
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: 25-2056.00 Special Education Teachers, Elementary 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.