Teaching Assistants, Special Education
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-9043.00
Assist a preschool, elementary, middle, or secondary school teacher to provide academic, social, or life skills to students who have learning, emotional, or physical disabilities. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services.
- Fuente de datos: ILOPublicado: 2025
0,24
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
0,250
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 · 11 tareas con β ≥ 0,5 (36,7%)
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 25-9041.00 Teacher Assistants, 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 % | APIRaw / share % |
|---|---|---|
Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.25-9041.00 | 0.064337.2 | 0.033529.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-9041.00 | 0.055732.3 | 0.00423.7 |
Conduct demonstrations to teach such skills as sports, dancing, and handicrafts.25-9041.00 | 0.019111.1 | 0.00282.5 |
Type, file, and duplicate materials.25-9041.00 | 0.01548.9 | 0.067259.2 |
Plan, prepare, and develop various teaching aids such as bibliographies, charts, and graphs.25-9041.00 | 0.00482.8 | —0 |
Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods.25-9041.00 | 0.00301.7 | —0 |
Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices.25-9041.00 | 0.00261.5 | —0 |
Maintain computers in classrooms and laboratories and assist students with hardware and software use.25-9041.00 | 0.00231.3 | —0 |
Observe students' performance, and record relevant data to assess progress.25-9041.00 | 0.00201.2 | 0.00433.8 |
Operate and maintain audio-visual equipment.25-9041.00 | 0.00191.1 | 0.00161.4 |
Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.25-9041.00 | 0.00160.9 | —0 |
| Not observed on any surface — 21 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. | ||
Provide extra assistance to students with special needs, such as non-English-speaking students or those with physical and mental disabilities. | —0 | —0 |
Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. | —0 | —0 |
Enforce administration policies and rules governing students. | —0 | —0 |
Discuss assigned duties with classroom teachers to coordinate instructional efforts. | —0 | —0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | —0 | —0 |
Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills. | —0 | —0 |
Distribute teaching materials such as textbooks, workbooks, papers, and pencils to students. | —0 | —0 |
Attend staff meetings and serve on committees, as required. | —0 | —0 |
Organize and supervise games and other recreational activities to promote physical, mental, and social development. | —0 | —0 |
Laminate teaching materials to increase their durability under repeated use. | —0 | —0 |
Distribute tests and homework assignments and collect them when they are completed. | —0 | —0 |
Carry out therapeutic regimens such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists. | —0 | —0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. | —0 | —0 |
Assist in bus loading and unloading. | —0 | —0 |
Take class attendance and maintain attendance records. | —0 | —0 |
Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review. | —0 | —0 |
Participate in teacher-parent conferences regarding students' progress or problems. | —0 | —0 |
Requisition and stock teaching materials and supplies. | —0 | —0 |
Collect money from students for school-related projects. | —0 | —0 |
Monitor classroom viewing of live or recorded courses transmitted by communication satellites. | —0 | —0 |
Assist librarians in school libraries. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices.O*NET Task ID 22493 | 1.0 |
Maintain computers in classrooms and laboratories, and assist students with hardware and software use.O*NET Task ID 22497 | 1.0 |
Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review.O*NET Task ID 22504 | 1.0 |
Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud.O*NET Task ID 22505 | 1.0 |
Take class attendance and maintain attendance records.O*NET Task ID 22510 | 1.0 |
Assist librarians in school libraries.O*NET Task ID 22485 | 0.5 |
Observe students' performance, and record relevant data to assess progress.O*NET Task ID 22498 | 0.5 |
Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.O*NET Task ID 22499 | 0.5 |
Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.O*NET Task ID 22503 | 0.5 |
Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.O*NET Task ID 22512 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 22513 | 0.5 |
Assist in bus loading and unloading.O*NET Task ID 22484 | 0.0 |
Attend staff meetings and serve on committees, as required.O*NET Task ID 22486 | 0.0 |
Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.O*NET Task ID 22487 | 0.0 |
Clean classrooms.O*NET Task ID 22488 | 0.0 |
Discuss assigned duties with classroom teachers to coordinate instructional efforts.O*NET Task ID 22489 | 0.0 |
Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students.O*NET Task ID 22490 | 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 22491 | 0.0 |
Enforce administration policies and rules governing students.O*NET Task ID 22492 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 22494 | 0.0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.O*NET Task ID 22495 | 0.0 |
Laminate teaching materials to increase their durability under repeated use.O*NET Task ID 22496 | 0.0 |
Organize and supervise games and other recreational activities to promote physical, mental, and social development.O*NET Task ID 22500 | 0.0 |
Participate in teacher-parent conferences regarding students' progress or problems.O*NET Task ID 22501 | 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 22502 | 0.0 |
Provide assistance to students with special needs.O*NET Task ID 22506 | 0.0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 22507 | 0.0 |
Requisition and stock teaching materials and supplies.O*NET Task ID 22508 | 0.0 |
Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.O*NET Task ID 22509 | 0.0 |
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.O*NET Task ID 22511 | 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 (30)
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 |
|---|---|
| Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists. | Principal |
| Clean classrooms. | Principal |
| Discuss assigned duties with classroom teachers to coordinate instructional efforts. | Principal |
| Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students. | Principal |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | Principal |
| Enforce administration policies and rules governing students. | Principal |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Principal |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | Principal |
| Observe students' performance, and record relevant data to assess progress. | Principal |
| Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills. | Principal |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | 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 lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. | Principal |
| Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud. | Principal |
| Provide assistance to students with special needs. | Principal |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Principal |
| Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. | Principal |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | Principal |
| Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. | Principal |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Principal |
| Assist in bus loading and unloading. | Complementaria |
| Assist librarians in school libraries. | Complementaria |
| Attend staff meetings and serve on committees, as required. | Complementaria |
| Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices. | Complementaria |
| Laminate teaching materials to increase their durability under repeated use. | Complementaria |
| Maintain computers in classrooms and laboratories, and assist students with hardware and software use. | Complementaria |
| Participate in teacher-parent conferences regarding students' progress or problems. | Complementaria |
| Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review. | Complementaria |
| Requisition and stock teaching materials and supplies. | Complementaria |
| Take class attendance and maintain attendance records. | Complementaria |
0,10/ 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 |
|---|---|
| Assist in bus loading and unloading. | E0 ninguno |
| Assist librarians in school libraries. | E0 ninguno |
| Clean classrooms. | E1 entornos diseñados para robots |
| Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students. | 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 and materials to prevent injuries and damage. | E0 ninguno |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | E0 ninguno |
| Laminate teaching materials to increase their durability under repeated use. | E1 entornos diseñados para robots |
| Maintain computers in classrooms and laboratories, and assist students with hardware and software use. | E0 ninguno |
| Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills. | E1 entornos diseñados para robots |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | 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 |
| Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. | E1 entornos diseñados para robots |
| Provide assistance to students with special needs. | E0 ninguno |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 ninguno |
| Requisition and stock teaching materials and supplies. | E1 entornos diseñados para robots |
| Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. | E0 ninguno |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | E1 entornos diseñados para robots |
Información ocupacional
Perspectivas de empleo (BLS)
La tabla de Proyecciones de Empleo de la BLS no tiene una fila para SOC 25-9043.
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 |
|---|---|---|---|
| 42112 | 학교교사 보조원 | 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 5312Teachers' Aides
Auxiliares de maestros
La definición, las tareas y los ejemplos que siguen son la descripción que hace la OIT de ese grupo primario, no de esta ocupación.
Teachers' aides perform non-teaching duties to assist teaching staff, and provide care and supervision for children in schools and pre-schools.
Tareas
- (a) demonstrating, supervising and participating in activities that enhance the physical, social, emotional and intellectual development of children in schools and pre-schools;
- (b) preparing indoor and outdoor areas for learning and recreational activities;
- (c) assisting children with intellectual, physical, behavioural and other learning difficulties with their studies;
- (d) assisting children individually to learn social skills;
- (e) assisting with preparing teaching materials, and copying and collating written and printed material;
- (f) operating audio-visual equipment, computers and other teaching aides;
- (g) distributing and collecting lesson material.
Ocupaciones de ejemplo
Pre-school assistant · Teacher’s assistant
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.
- asistente en educación especialESCO 5312.4Mismo alcance
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.
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 |
|---|---|---|
| K2113 | Accompagnant / Accompagnante des élèves en situation de handicap (AESH) | Mismo alcanceprovisional |
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 |
|---|---|---|
| 2312 | Técnicos educadores 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 |
|---|---|---|
| 83131 | Berufe in Heilerziehungspflege und Sonderpädagogik - Helfer-/Anlerntätigkeiten | Se solapan, no son iguales |
| 84183 | Lehrkräfte an allgemeinbildenden Schulen (sonstige spezifische Tätigkeitsangabe) - komplexe Spezialistentätigkeiten | Relacionada, no equivalente |
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)
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