Special Education Teachers, Middle School
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-2057.00
Teach academic, social, and life skills to middle 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.
- Fuente de datos: BLSPublicado: 2026-08
Alto· relativa
BajoCuatro bandas relativasMuy altoValor por grupo ocupacional
Escala, base y fuente
Cuatro bandas relativas (Bajo / Moderado / Alto / Muy alto)
831 ocupaciones detalladas de la tabla de proyecciones de empleo de BLS. El valor se asigna por código de la National Employment Matrix (NEM), de modo que las ocupaciones que comparten un código NEM reciben la misma banda
- Fuente de datos: AnthropicPublicado: 2026-03
0,134
0,000Rango de los valores aquí recogidos0,745Escala, base y fuente
Índice de exposición observada, 0–1 tal como se publica
Mapeado sobre tareas de O*NET
Publicado por ocupación SOC 2018; toda ocupación O*NET con el mismo código SOC 2018 recibe este valor
- 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)
Qué tipo de cifra publica esta fuente
La categoría de BLS es un rango relativo, no un nivel absoluto, y tampoco es una medición de primera mano: agrupa en cuatro bandas los rangos percentiles de la ocupación en varios estudios publicados. No es una previsión de empleo ni de salarios, no es una probabilidad de adopción y no distingue entre automatización y aumento.
Task-level exposure
Solo tareas expuestas40 tareas evaluadas · 21 tareas con β ≥ 0,5 (52,5%)
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
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 |
|---|---|
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.O*NET Task ID 6745 | 1.0 |
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6762 | 1.0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6772 | 1.0 |
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.O*NET Task ID 6747 | 0.5 |
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.O*NET Task ID 6748 | 0.5 |
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and instructional technology.O*NET Task ID 6750 | 0.5 |
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.O*NET Task ID 6753 | 0.5 |
Coordinate placement of students with special needs into mainstream classes.O*NET Task ID 6754 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.O*NET Task ID 6756 | 0.5 |
Observe and evaluate students' performance, behavior, social development, and physical health.O*NET Task ID 6758 | 0.5 |
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.O*NET Task ID 6759 | 0.5 |
Plan and 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 6761 | 0.5 |
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.O*NET Task ID 6764 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6765 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6767 | 0.5 |
Organize and label materials and display students' work.O*NET Task ID 6770 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6771 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6777 | 0.5 |
Provide additional instruction in vocational areas.O*NET Task ID 6781 | 0.5 |
Develop or write Individualized Education Programs (IEPs) for students.O*NET Task ID 21063 | 0.5 |
Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.O*NET Task ID 21064 | 0.5 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students.O*NET Task ID 6744 | 0.0 |
Prepare materials and classrooms for class activities.O*NET Task ID 6746 | 0.0 |
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.O*NET Task ID 6749 | 0.0 |
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.O*NET Task ID 6751 | 0.0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.O*NET Task ID 6752 | 0.0 |
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.O*NET Task ID 6755 | 0.0 |
Guide and counsel students with adjustments, academic problems, or special academic interests.O*NET Task ID 6757 | 0.0 |
Teach students personal development skills, such as goal setting, independence, and self-advocacy.O*NET Task ID 6760 | 0.0 |
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.O*NET Task ID 6763 | 0.0 |
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.O*NET Task ID 6766 | 0.0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.O*NET Task ID 6768 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 6769 | 0.0 |
Organize and supervise games and other recreational activities to promote physical, mental, and social development.O*NET Task ID 6773 | 0.0 |
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.O*NET Task ID 6774 | 0.0 |
Attend staff meetings and serve on committees, as required.O*NET Task ID 6775 | 0.0 |
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.O*NET Task ID 6776 | 0.0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.O*NET Task ID 6778 | 0.0 |
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6780 | 0.0 |
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.O*NET Task ID 6782 | 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®, Eloundou et al. (2023): see full notices on the Credits page
Todas las tareas de O*NET 31.0 (40)
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 |
|---|---|
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | Principal |
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | Principal |
| Prepare materials and classrooms for class activities. | Principal |
| Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | Principal |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | Principal |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | Principal |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology. | Principal |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | Principal |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | Principal |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | Principal |
| Coordinate placement of students with special needs into mainstream classes. | Principal |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | Principal |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | Principal |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | Principal |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principal |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | Principal |
| Teach students personal development skills, such as goal setting, independence, and self-advocacy. | Principal |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Principal |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | Principal |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | Principal |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | Principal |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Principal |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | Principal |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Principal |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Principal |
| Organize and label materials and display students' work. | Principal |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Principal |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | Principal |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | Principal |
| Attend staff meetings and serve on committees, as required. | Principal |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | Principal |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Principal |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | Principal |
| Provide additional instruction in vocational areas. | Principal |
| Develop or write Individualized Education Programs (IEPs) for students. | Principal |
| Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support. | Principal |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | Complementaria |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | Complementaria |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Complementaria |
| Visit schools to tutor students with sensory impairments and 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 |
|---|---|
| Prepare materials and classrooms for class activities. | E1 entornos diseñados para robots |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 ninguno |
| Organize and label materials and display students' work. | E1 entornos diseñados para robots |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | E0 ninguno |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 ninguno |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 entornos diseñados para robots |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | E0 ninguno |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 ninguno |
Información ocupacional
Perspectivas de empleo (BLS)
- Empleo, 2025
- 95K
- Empleo proyectado, 2035
- 94K
- Variación (2025–35)
- -0,4%
- Salario anual mediano, 2025
- $66.810
- Formación habitual para acceder
- Bachelor's degree
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 |
| 26232 | 청각장애인 특수교육 교사 | Se solapan, no son iguales | 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.
- 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.
- profesor de apoyo educativo/profesora de apoyo educativoESCO 2352.1.3Se solapan, no son iguales
Los profesores de apoyo educativo asisten a los alumnos que tienen dificultades generales de aprendizaje. Se centran en competencias básicas como la aritmética elemental y la alfabetización, por lo que enseñan materias básicas —como la escritura, la lectura, las matemáticas y las lenguas— y trabajan para un centro educativo, como un centro de enseñanza primaria o secundaria. Proporcionan apoyo a los estudiantes en su trabajo escolar, planifican estrategias de aprendizaje, detectan las necesidades de aprendizaje, así como los avances y actúan en consecuencia. Pueden trabajar en diversas estructuras educativas y servir de apoyo a otros profesores o encargarse de su propia clase.
- profesor itinerante para alumnado con necesidades educativas especiales/profesor itinerante para alumnado con necesidades educativas especialesESCO 2352.1.4Se solapan, no son iguales
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.
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 |
|---|---|---|
| K2107 | Professeur / Professeure de collège et de lycée | Esta ocupación es más estrechaprovisional |
| 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 estrecha |
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 | Se solapan, no son igualesprovisional |
| 193 | 中学校教員 | Relacionada, no equivalenteprovisional |
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)
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