Low Vision Therapists, Orientation and Mobility Specialists, and Vision Rehabilitation Therapists
Healthcare Practitioners and Technical Occupations- Código O*NET-SOC
- 29-1122.01
Provide therapy to patients with visual impairments to improve their functioning in daily life activities. May train patients in activities such as computer use, communication skills, or home management skills.
- 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
0,008
0,000Rango de los valores aquí recogidos0,745Valor por grupo ocupacional
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
- Fuente de datos: ILOPublicado: 2025
0,20
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 expuestas21 tareas evaluadas · 10 tareas con β ≥ 0,5 (47,6%)
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
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Provide consultation, support, or education to groups such as parents and teachers.29-1122.01 | 0.038279.8 |
Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice.29-1122.01 | 0.00459.4 |
Write reports or complete forms to document assessments, training, progress, or follow-up outcomes.29-1122.01 | 0.00316.4 |
Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals.29-1122.01 | 0.00214.3 |
| Not observed on any surface — 16 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. | |
Teach cane skills including cane use with a guide, diagonal techniques, and two-point touches. | —0 |
Participate in professional development activities such as reading literature, continuing education, attending conferences, and collaborating with colleagues. | —0 |
Obtain, distribute, or maintain low vision devices. | —0 |
Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions. | —0 |
Administer tests and interpret test results to develop rehabilitation plans for clients. | —0 |
Teach clients to travel independently using a variety of actual or simulated travel situations or exercises. | —0 |
Train clients to use tactile, auditory, kinesthetic, olfactory, and propioceptive information. | —0 |
Train clients to use adaptive equipment such as large print, reading stands, lamps, writing implements, software, and electronic devices. | —0 |
Monitor clients' progress to determine whether changes in rehabilitation plans are needed. | —0 |
Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | —0 |
Train clients with visual impairments to use mobility devices or systems such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | —0 |
Identify visual impairments related to basic life skills in areas such as self-care, literacy, communication, health management, home management, and meal preparation. | —0 |
Teach independent living skills or techniques such as adaptive eating, medication management, diabetes management, and personal management. | —0 |
Recommend appropriate mobility devices or systems such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | —0 |
Design instructional programs to improve communication using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs). | —0 |
Train clients to read or write Braille. | —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 |
|---|---|
Participate in professional development activities, such as reading literature, continuing education, attending conferences, and collaborating with colleagues.O*NET Task ID 17339 | 1.0 |
Write reports or complete forms to document assessments, training, progress, or follow-up outcomes.O*NET Task ID 17349 | 1.0 |
Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice.O*NET Task ID 17337 | 0.5 |
Provide consultation, support, or education to groups such as parents and teachers.O*NET Task ID 17338 | 0.5 |
Design instructional programs to improve communication, using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs).O*NET Task ID 17341 | 0.5 |
Administer tests and interpret test results to develop rehabilitation plans for clients.O*NET Task ID 17343 | 0.5 |
Train clients to read or write Braille.O*NET Task ID 17344 | 0.5 |
Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals.O*NET Task ID 17350 | 0.5 |
Identify visual impairments related to basic life skills in areas such as self care, literacy, communication, health management, home management, and meal preparation.O*NET Task ID 17353 | 0.5 |
Recommend appropriate mobility devices or systems, such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs).O*NET Task ID 17355 | 0.5 |
Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches.O*NET Task ID 17336 | 0.0 |
Obtain, distribute, or maintain low vision devices.O*NET Task ID 17340 | 0.0 |
Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions.O*NET Task ID 17342 | 0.0 |
Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises.O*NET Task ID 17345 | 0.0 |
Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information.O*NET Task ID 17346 | 0.0 |
Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices.O*NET Task ID 17347 | 0.0 |
Monitor clients' progress to determine whether changes in rehabilitation plans are needed.O*NET Task ID 17348 | 0.0 |
Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals.O*NET Task ID 17351 | 0.0 |
Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs).O*NET Task ID 17352 | 0.0 |
Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management.O*NET Task ID 17354 | 0.0 |
Teach self-advocacy skills to clients.O*NET Task ID 23918 | 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 (21)
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 |
|---|---|
| Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches. | Principal |
| Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice. | Principal |
| Provide consultation, support, or education to groups such as parents and teachers. | Principal |
| Participate in professional development activities, such as reading literature, continuing education, attending conferences, and collaborating with colleagues. | Principal |
| Obtain, distribute, or maintain low vision devices. | Principal |
| Design instructional programs to improve communication, using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs). | Principal |
| Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions. | Principal |
| Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises. | Principal |
| Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information. | Principal |
| Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices. | Principal |
| Monitor clients' progress to determine whether changes in rehabilitation plans are needed. | Principal |
| Write reports or complete forms to document assessments, training, progress, or follow-up outcomes. | Principal |
| Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals. | Principal |
| Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | Principal |
| Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | Principal |
| Identify visual impairments related to basic life skills in areas such as self care, literacy, communication, health management, home management, and meal preparation. | Principal |
| Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management. | Principal |
| Recommend appropriate mobility devices or systems, such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | Principal |
| Teach self-advocacy skills to clients. | Principal |
| Administer tests and interpret test results to develop rehabilitation plans for clients. | Complementaria |
| Train clients to read or write Braille. | Complementaria |
0,00/ 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 |
|---|---|
| Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches. | E0 ninguno |
| Obtain, distribute, or maintain low vision devices. | E0 ninguno |
| Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises. | E0 ninguno |
| Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information. | E0 ninguno |
| Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices. | E0 ninguno |
| Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | E0 ninguno |
| Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | E0 ninguno |
| Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management. | E0 ninguno |
| Administer tests and interpret test results to develop rehabilitation plans for clients. | E0 ninguno |
Información ocupacional
Perspectivas de empleo (BLS)
Valores de todo el grupo SOC 29-1122 (Occupational therapists), no solo de esta ocupación O*NET.
- Empleo, 2025
- 170K
- Empleo proyectado, 2035
- 195K
- Variación (2025–35)
- +14,8%
- Salario anual mediano, 2025
- $100.330
- Formación habitual para acceder
- Master'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 |
|---|---|---|---|
| 24699 | 그 외 치료‧재활사 및 의료기사 | Relacionada, no equivalente | confirmado |
| 26231 | 시각장애인 특수교육 교사 | Relacionada, no equivalente | 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 2269Health Professionals Not Elsewhere Classified
Profesionales de la salud no clasificados bajo otros epígrafes
La definición, las tareas y los ejemplos que siguen son la descripción que hace la OIT de ese grupo primario, no de esta ocupación.
This unit group covers health professionals not classified elsewhere in Sub-major Group 22: Health Professionals. For instance, the group includes occupations such as podiatrist, occupational therapist, recreational therapist, chiropractor, osteopath and other professionals providing diagnostic, preventive, curative and rehabilitative health services.
Tareas
- In such cases tasks would include -
- (a) interviewing patients and conducting diagnostic tests to determine their health status, functional limitations, and the nature of physical or mental disorders, illnesses or other health problems;
- (b) developing and implementing treatment plans for injuries, illnesses and other physical and mental impairments;
- (c) evaluating and documenting patients' progress through treatment plans, and referring patients and families to medical doctors or other health care providers for specialized, rehabilitative or other care services as needed;
- (d) administering therapeutic care and treatment to patients, including through application of manual and physical chiropractic and osteopathic techniques;
- (e) recommending environmental adaptations in the home, leisure, work and school environments on an individual or group basis to enable individuals with functional limitations to perform their daily activities and occupations;
- (f) planning and implementing therapeutic programmes on an individual and group basis for improving and maintaining physical, cognitive, emotional and social functioning, including through the use of arts and crafts, dance and movement, music and other recreational activities;
- (g) identifying and prescribing treatments for conditions affecting the foot, ankle and related structures of the leg due to illness, disease or other physical impairment, and prescribing corrective footwear and advising on foot care to manage foot ailments;
- (h) performing minor surgical procedures such as on the foot and ankles.
Ocupaciones de ejemplo
Arts therapist · Chiropractor · Dance and movement therapist · Occupational therapist · Osteopath · Podiatrist · Recreational therapist
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 de terapia ocupacionalESCO 2269.5Esta ocupación es más amplia
Los asistentes de terapia ocupacional asisten a los terapeutas ocupacionales trabajando con personas y comunidades para mejorar su capacidad de desempeñar las profesiones que desean, necesitan o se espera que tengan, o modificando la ocupación o el entorno para apoyar mejor su participación en la vida activa. Trabajan bajo la supervisión de un terapeuta ocupacional.
- especialista en apoyo a la rehabilitaciónESCO 2635.3.22Se solapan, no son iguales
Los especialistas en apoyo a la rehabilitación proporcionan asesoramiento a las personas que se ocupan de los defectos de nacimiento o de las principales consecuencias causadas por las enfermedades, los accidentes y estrés. Les ayudan a hacer frente a problemas personales, sociales y de formación profesional. Evalúan las necesidades personales de los clientes, elaboran planes de rehabilitación, participan en la formación y ayudan a las personas que se encuentran en un plan de rehabilitación a ocupar un puesto de trabajo.
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 |
|---|---|---|
| K1301 | Educateur / Educatrice en locomotion | Esta ocupación es más estrechaprovisional |
| J1407 | Orthoptiste | 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 |
|---|---|---|
| 2156 | Terapeutas ocupacionales | Relacionada, no equivalente |
| 2159 | Profesionales de la salud no clasificados bajo otros epígrafes | Relacionada, no equivalente |
| 2311 | Profesores de educación especial | Relacionada, no equivalente |
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 |
|---|---|---|
| 83133 | Berufe in Heilerziehungspflege und Sonderpädagogik - komplexe Spezialistentätigkeiten | Relacionada, no equivalente |
| 83134 | Berufe in Heilerziehungspflege und Sonderpädagogik - hoch komplexe Tätigkeiten | 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 |
|---|---|---|
| 145 | 視能訓練士，言語聴覚士 | Relacionada, no equivalente |
| 162 | 福祉施設指導専門員 | 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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