Special Education Teachers, Secondary School

Educational Instruction and Library Occupations

Código O*NET-SOC: 25-2058.00

Teach academic, social, and life skills to secondary 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 alto
Valor 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
Conjunto de datos de origen (descarga XLSX)
Fuente de datos: AnthropicPublicado: 2026-03
0,099
0,000Rango de los valores aquí recogidos0,745
Escala, 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
Conjunto de datos de origen (descarga CSV)
Fuente de datos: ILOPublicado: 2025
0,28
0,09Rango de los valores aquí recogidos0,70
Valor 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)
Conjunto de datos de origen (descarga PDF)

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 expuestas

40 tareas evaluadas · 20 tareas con β ≥ 0,5 (50,0%)

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
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 de la ocupación O*NET-SOC 2010 25-2054.00 Special Education Teachers, Secondary 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 %
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. 25-2054.00	0.130231.4
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. 25-2054.00	0.084220.3
Guide and counsel students with adjustment or academic problems, or special academic interests. 25-2054.00	0.064615.6
Teach personal development skills such as goal setting, independence, and self-advocacy. 25-2054.00	0.03739.0
Prepare, administer, and grade tests and assignments to evaluate students' progress. 25-2054.00	0.03017.3
Use computers, audio-visual aids, and other equipment and materials to supplement presentations. 25-2054.00	0.01293.1
Observe and evaluate students' performance, behavior, social development, and physical health. 25-2054.00	0.01092.6
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. 25-2054.00	0.00781.9
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need. 25-2054.00	0.00721.7
Prepare materials and classrooms for class activities. 25-2054.00	0.00611.5
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. 25-2054.00	0.00551.3
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. 25-2054.00	0.00431.0
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development. 25-2054.00	0.00421.0
Meet with other professionals to discuss individual students' needs and progress. 25-2054.00	0.00380.9
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. 25-2054.00	0.00300.7
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. 25-2054.00	0.00200.5
Ver 6 tareas más ▾Ver menos ▴
Not observed on any surface — 24 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.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.	—0
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.	—0
Establish and enforce rules for behavior and policies and procedures to maintain order among students.	—0
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.	—0
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.	—0
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.	—0
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.	—0
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.	—0
Coordinate placement of students with special needs into mainstream classes.	—0
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.	—0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.	—0
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.	—0
Provide additional instruction in vocational areas.	—0
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.	—0
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.	—0
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.	—0
Attend staff meetings and serve on committees, as required.	—0
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.	—0
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.	—0
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.	—0
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.	—0
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.	—0
Provide interpretation and transcription of regular classroom materials through Braille and sign language.	—0
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.	—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
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 6784	1.0
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. O*NET Task ID 6794	1.0
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. O*NET Task ID 6814	1.0
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. O*NET Task ID 6815	1.0
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. O*NET Task ID 6788	0.5
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. O*NET Task ID 6789	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 6791	0.5
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. O*NET Task ID 6795	0.5
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies. O*NET Task ID 6796	0.5
Coordinate placement of students with special needs into mainstream classes. O*NET Task ID 6801	0.5
Observe and evaluate students' performance, behavior, social development, and physical health. O*NET Task ID 6802	0.5
Prepare, administer, and grade tests and assignments to evaluate students' progress. O*NET Task ID 6804	0.5
Provide additional instruction in vocational areas. O*NET Task ID 6807	0.5
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. O*NET Task ID 6808	0.5
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. O*NET Task ID 6809	0.5
Use computers, audio-visual aids, and other equipment and materials to supplement presentations. O*NET Task ID 6811	0.5
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. O*NET Task ID 6812	0.5
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. O*NET Task ID 6813	0.5
Select, store, order, issue, and inventory classroom equipment, materials, and supplies. O*NET Task ID 6818	0.5
Provide interpretation and transcription of regular classroom materials through Braille and sign language. O*NET Task ID 6822	0.5
Ver 10 tareas más ▾Ver menos ▴
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. O*NET Task ID 6785	0.0
Prepare materials and classrooms for class activities. O*NET Task ID 6786	0.0
Establish and enforce rules for behavior and policies and procedures to maintain order among students. O*NET Task ID 6787	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 6790	0.0
Teach personal development skills, such as goal setting, independence, and self-advocacy. O*NET Task ID 6792	0.0
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. O*NET Task ID 6793	0.0
Meet with other professionals to discuss individual students' needs and progress. O*NET Task ID 6797	0.0
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. O*NET Task ID 6798	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 6799	0.0
Guide and counsel students with adjustments, academic problems, or special academic interests. O*NET Task ID 6800	0.0
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. O*NET Task ID 6803	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 6805	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 6806	0.0
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. O*NET Task ID 6810	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 6816	0.0
Attend staff meetings and serve on committees, as required. O*NET Task ID 6817	0.0
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. O*NET Task ID 6819	0.0
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. O*NET Task ID 6820	0.0
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. O*NET Task ID 6821	0.0
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. O*NET Task ID 6823	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 (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
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.	Principal
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.	Principal
Prepare materials and classrooms for class activities.	Principal
Establish and enforce rules for behavior and policies and procedures to maintain order among students.	Principal
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.	Principal
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.	Principal
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.	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
Teach personal development skills, such as goal setting, independence, and self-advocacy.	Principal
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.	Principal
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.	Principal
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.	Principal
Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies.	Principal
Meet with other professionals to discuss individual students' needs and progress.	Principal
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.	Principal
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.	Principal
Guide and counsel students with adjustments, academic problems, or special academic interests.	Principal
Coordinate placement of students with special needs into mainstream classes.	Principal
Observe and evaluate students' performance, behavior, social development, and physical health.	Principal
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.	Principal
Prepare, administer, and grade tests and assignments to evaluate students' progress.	Principal
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.	Principal
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.	Principal
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.	Principal
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.	Principal
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.	Principal
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.	Principal
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.	Principal
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.	Principal
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.	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
Attend staff meetings and serve on committees, as required.	Principal
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.	Principal
Provide additional instruction in vocational areas.	Complementaria
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.	Complementaria
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.	Complementaria
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.	Complementaria
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.	Complementaria
Provide interpretation and transcription of regular classroom materials through Braille and sign language.	Complementaria
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.	Complementaria

Anthropic, «What work can robots do?»2026-09

0,03/ 3· Índice de exposición a robots

0 ninguno3 entornos no estructurados

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).

Conjunto de datos de origen

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 students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.	E0 ninguno
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.	E0 ninguno
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.	E0 ninguno
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.	E0 ninguno
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.	E0 ninguno
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.	E0 ninguno

Perspectivas de empleo (BLS)

Empleo, 2025: 165K
Empleo proyectado, 2035: 165K
Variación (2025–35): -0,2%
Salario anual mediano, 2025: $74.260
Formación habitual para acceder: Bachelor's degree

mínimo $30.890rango del salario mediano de 825 ocupaciones detalladas, BLS EP 2025–35máximo $559.030

Fuente: U.S. Bureau of Labor Statistics, Employment Projections 2025–35 — Employment by detailed occupation, 2025 and projected 2035

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
26231	시각장애인 특수교육 교사	Se solapan, no son iguales	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

Ver original

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 de educación secundaria para alumnado con necesidades educativas especiales/profesora de educación secundaria para alumnado con necesidades educativas especialesESCO 2352.1.6Mismo alcance
Los profesores de educación secundaria para alumnado con necesidades educativas especiales imparten formación específicamente adaptada a alumnos con diversas discapacidades a nivel de escuela secundaria y se aseguran de que desarrollen todo su potencial de aprendizaje. Algunos de estos profesores trabajan con estudiantes 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 de alfabetización de nivel básico a avanzado, así como destrezas prácticas para la vida diaria y habilidades sociales. Todos los profesores 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 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.
asistente en educación especialESCO 5312.4Se solapan, no son iguales
Los asistentes en educación especial ayudan a los profesores de educación especial en el desempeño de sus funciones en el aula. Tienden a satisfacer las necesidades físicas de los estudiantes con una variedad de discapacidades y ayudan a realizar tareas tales como las pausas para ir al baño, los desplazamientos en autobús, los comedores y las aulas. También proporcionan ayuda pedagógica a los alumnos, los profesores y los padres, y preparan programas de enseñanza. Los asistentes en educación especial ofrecen apoyo a los estudiantes adaptado a sus necesidades específicas, ayudan a realizar tareas difíciles y controlan el progreso y el comportamiento de los alumnos en las aulas.
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)

Ver original

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
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
194	高等学校教員	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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