Maestros de Educación Especial

Educación y Formación

Estados Unidos · Proyecciones de empleo BLS 2025–35: este código SOC no figura entre las partidas publicadas.

Exposición a la IA

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
Grupo primario de la CIUO-08 — todas las ocupaciones con ese código reciben este valor
Calculado por este sitio, no publicado por la OIT: de las 1012 ocupaciones que este sitio vincula al conjunto de datos de la OIT, un 73% alcanza o supera este valor.
Conjunto de datos de origen
Fuente de datos: OpenAIPublicado: 2023
0.350
0.000Rango de los valores aquí recogidos0.844
Escala, base y fuente
β de evaluadores humanos, 0–1 tal como se publica
Mapeado sobre tareas de O*NET
Conjunto de datos de origen

Task-level exposure

Task	Claude.aiRaw / share %
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies. 25-2052	0.016224.3
Observe and evaluate students' performance, behavior, social development, and physical health. 25-2052	0.010916.5
Prepare objectives, outlines, or other materials for courses of study following curriculum guidelines or school or state requirements. 25-2052	0.009313.9
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. 25-2052	0.009013.5
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. 25-2052	0.00517.6
Prepare, administer, or grade tests or assignments to evaluate students' progress. 25-2052	0.00436.5
Prepare reports on students and activities as required by administration. 25-2052	0.00406.1
Interpret or transcribe classroom materials into Braille or sign language. 25-2052	0.00334.9
Interpret the results of standardized tests to determine students' strengths and areas of need. 25-2052	0.00233.5
Organize and display students' work in a manner appropriate for their perceptual skills. 25-2052	0.00213.1
Not observed on any surface — 30 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.
Administer standardized ability and achievement tests to kindergarten or elementary students with special needs.	—0
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten or elementary school programs.	—0
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.	—0
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).	—0
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.	—0
Coordinate placement of students with special needs into mainstream classes.	—0
Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.	—0
Develop or implement strategies to meet the needs of students with a variety of disabilities.	—0
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.	—0
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.	—0
Establish and communicate clear objectives for all lessons, units, and projects to students.	—0
Establish and enforce rules for behavior and procedures for maintaining order among students.	—0
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.	—0
Instruct special needs students in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.	—0
Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.	—0
Modify the general kindergarten or elementary education curriculum for special-needs students.	—0
Organize and supervise games or other recreational activities to promote physical, mental, or social development.	—0
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.	—0
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.	—0
Teach students personal development skills, such as goal setting, independence, or self-advocacy.	—0
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.	—0
Control the inventory or distribution of classroom equipment, materials, or supplies.	—0
Guide or counsel students with adjustment problems, academic problems, or special academic interests.	—0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.	—0
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.	—0
Perform administrative duties, such as assisting in school libraries, hall or cafeteria monitoring, or bus loading or unloading.	—0
Prepare assignments for teacher assistants or volunteers.	—0
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.	—0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.	—0
Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs.	—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	βE1 + 0.5 × E2
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. O*NET Task ID 22360	1.0
Establish and communicate clear objectives for all lessons, units, and projects to students. O*NET Task ID 22367	1.0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. O*NET Task ID 22374	1.0
Administer standardized ability and achievement tests to elementary students with special needs. O*NET Task ID 22359	0.5
Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs. O*NET Task ID 22361	0.5
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. O*NET Task ID 22362	0.5
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. O*NET Task ID 22363	0.5
Coordinate placement of students with special needs into mainstream classes. O*NET Task ID 22364	0.5
Develop or implement strategies to meet the needs of students with a variety of disabilities. O*NET Task ID 22365	0.5
Interpret the results of standardized tests to determine students' strengths and areas of need. O*NET Task ID 22373	0.5
Modify the general elementary education curriculum for special-needs students. O*NET Task ID 22376	0.5
Observe and evaluate students' performance, behavior, social development, and physical health. O*NET Task ID 22378	0.5
Organize and display students' work in a manner appropriate for their perceptual skills. O*NET Task ID 22379	0.5
Plan or 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 22381	0.5
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. O*NET Task ID 22384	0.5
Prepare, administer, or grade tests or assignments to evaluate students' progress. O*NET Task ID 22385	0.5
Ver 6 tareas más ▾Ver menos ▴
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. O*NET Task ID 22366	0.0
Establish and enforce rules for behavior and procedures for maintaining order among students. O*NET Task ID 22368	0.0
Guide or counsel students with adjustment problems, academic problems, or special academic interests. O*NET Task ID 22369	0.0
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. O*NET Task ID 22370	0.0
Instruct special needs students in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs. O*NET Task ID 22371	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 22372	0.0
Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments. O*NET Task ID 22375	0.0
Monitor teachers or teacher assistants to ensure adherence to special education program requirements. O*NET Task ID 22377	0.0
Organize and supervise games or other recreational activities to promote physical, mental, or social development. O*NET Task ID 22380	0.0
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. O*NET Task ID 22382	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 22383	0.0
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. O*NET Task ID 22386	0.0
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. O*NET Task ID 22387	0.0
Teach students personal development skills, such as goal setting, independence, or self-advocacy. O*NET Task ID 22388	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

Información ocupacional

ILO

Descripción ocupacional de la OIT

Special Needs Teachers

Educadores para necesidades especiales

Ver original

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

Correspondencia indirecta — esta ocupación se vincula al grupo primario ISCO mediante una regla de respaldo.

ISCO-08 2352

Sources: ILO ISCO-08 — details: Credits

Vocabulario ocupacional ESCO

profesor de alfabetización de adultos/profesora de alfabetización de adultosESCO 2352.1.1
Los profesores de alfabetización de adultos forman a estudiantes adultos —entre ellos, a inmigrantes recién llegados y a los jóvenes que abandonan prematuramente los estudios— en competencias básicas de lectura y escritura, normalmente a nivel de escuela primaria. Hacen participar a los estuantes en la planificación y ejecución de sus actividades de lectura, hacen un seguimiento de su progreso y los evalúan de forma individual mediante trabajos para entregar y exámenes.
profesor de educación secundaria para alumnado con necesidades educativas especiales/profesora de educación secundaria para alumnado con necesidades educativas especialesESCO 2352.1.6
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 de alumnos con alta dotación intelectual/profesora de alumnos con alta dotación intelectualESCO 2352.2
Los profesores de alumnos con alta dotación intelectual se aseguran de que, con su labor de coordinación, los alumnos con gran capacidad de aprendizaje —que suelen encontrarse en la infancia o adolescencia— reciban una educación adecuada a varios niveles. Supervisan la aplicación de la política de alta dotación intelectual de la escuela, hacen un seguimiento del progreso de los estudiantes y proponen actividades adicionales para exigirles un esfuerzo extra que permita expandir y estimular su mente.
profesor de apoyo educativo/profesora de apoyo educativoESCO 2352.1.3
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 2352.1.4
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.
profesor para alumnado con necesidades educativas especiales/profesora para alumnado con necesidades educativas especialesESCO 2352.1
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.
maestro de educación infantil para alumnado con necesidades educativas especiales/maestra de educación infantil para alumnado con necesidades educativas especialesESCO 2352.1.2
Los maestros de educación infantil para alumnado con necesidades educativas especiales imparten formación específicamente adaptada a alumnos con diversas discapacidades a nivel de preescolar y se aseguran de que desarrollen todo su potencial de aprendizaje. Algunos de estos maestros trabajan con alumnos 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 básicos de alfabetización y destrezas prácticas para la vida diaria. Todos los maestros 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.
maestro de educación primaria para alumnado con necesidades educativas especiales/maestra de educación primaria para alumnado con necesidades educativas especialesESCO 2352.1.5
Los maestros de educación primaria para alumnado con necesidades educativas especiales imparten formación específicamente adaptada a alumnos con diversas discapacidades a nivel de escuela primaria y se aseguran de que desarrollen todo su potencial de aprendizaje. Algunos de estos maestros trabajan con alumnos 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 maestros 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.

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.

KEIS2025

Shown in the original Korean. This dataset is published under KOGL Type 4, which prohibits derivative works including translation, so the text is reproduced unaltered.

특수교육 교사KNOW K000001113
Job outlook: 증가(6%) 현상유지(46%) 감소(46%)
Wages (10,000 KRW): lower(25%) 3.3K average(50%) 4.0K upper(25%) 4.875K
minacross 461 KNOW occupationsmax
Job satisfaction: 71.1
minacross 461 KNOW occupationsmax
Details
Duties
- -특수학교에서 또는 일반학교의 특수학급에서 정신지체, 정서장애, 청각장애, 시각장애, 지체부자유 등의 장애학생들을 교육한다.
- -정신지체 담당교사는 평균이하의 지적능력과 적응행동 결함 학생들을 대상으로 기초학습과 사회적응력 향상교육을 실시한다.
- -지체부자유 담당교사는 상지, 하지 및 체간(몸통)의 일부 또는 전신의 운동기능 장애학생을 대상으로 기본교육과정을 교수하고 학생의 신체적 장애를 보상할 수 있는 여러가지 교수학습도구를 고안하고 사용한다.
- -청각장애 담당교사는 청각장애학생을 대상으로 보청기를 이용한 청능훈련, 독화지도, 발어지도 등의 의사소통 훈련을 중점적으로 교육한다.
- -시각장애 담당교사는 정상적인 환경에서 시력을 통한 학습에 장애가 있는 학생들을 대상으로 기본교육과정을 교수하고 점자지도, 일상생활적응훈련, 보행기술등을 가르친다.
- -전공과 학생을 대상으로 마사지, 지압, 전기치료 등을 가르치기도 한다.
- -정서장애 담당교사는 정서표현이 극단적이거나 편향적인 장애학생들을 대상으로 사회부적응 행동을 소거하고 원활한사회적응을 위한 훈련에 중점을 둔다.
See details on KNOW (Korea Employment Information Service) (external site)
Work abilities
가르치기(100) · 학습전략(99) · 행동조정(93) · 반응시간과 속도(82) · 사람 파악(81)
Knowledge
상담(83) · 심리(82) · 교육 및 훈련(80) · 사회와 인류(79) · 철학과 신학(71)
Work environment
다른 사람과 신체적 접촉(80) · 건강 및 안전에 대한 책임(78) · 다른 사람과의 접촉(78) · 서서 근무(73) · 연설, 발표, 회의하기(73)
Related occupations
중·고등학교 교사 · 초등학교교사
중·고등학교 교사KNOW K000001065
Job outlook: 증가(10%) 현상유지(33%) 감소(57%)
Wages (10,000 KRW): lower(25%) 4.0K average(50%) 4.95K upper(25%) 7.25K
minacross 461 KNOW occupationsmax
Job satisfaction: 73.5
minacross 461 KNOW occupationsmax
Details
Duties
- - 학습내용을 가르치기 위하여 교과서, 시청각 자료, 실험장치와 적절한
- 교수방법을 적용한다.
- - 학습진단을 위하여 시험을 출제하고 그 결과를 평가하여 성적표를 작성한다.
- - 전·입학 등의 학사업무를 처리하고 교직원회의 및 교사연수교육에 참여한다.
- - 단체활동이나 특별활동을 지도하고 각종 학교행사를 준비 지도한다.
- - 학업, 인성, 사회적응문제에 관하여 학부모와 상담하고 조언한다.
See details on KNOW (Korea Employment Information Service) (external site)
Work abilities
가르치기(100) · 학습전략(98) · 사람 파악(96) · 듣고 이해하기(92) · 말하기(91)
Knowledge
교육 및 훈련(87) · 상담(86) · 국어(84) · 역사(77) · 심리(75)
Work environment
연설, 발표, 회의하기(96) · 불쾌하거나 무례한 사람 상대(85) · 서서 근무(81) · 공문, 문서 주고받기(77) · 사람들과 직접 접촉(71)
Related occupations
특수교육 교사 · 초등학교교사
초등학교교사KNOW K000007558
Job outlook: 증가(10%) 현상유지(26%) 감소(64%)
Wages (10,000 KRW): lower(25%) 4.0K average(50%) 4.3K upper(25%) 5.3K
minacross 461 KNOW occupationsmax
Job satisfaction: 72.6
minacross 461 KNOW occupationsmax
Details
Duties
- -도덕, 국어, 사회, 수학, 자연, 영어, 체육, 음악, 미술 및 실과 등의 초등교과목에 대한 학습지도안을 작성한다.
- -수업자료를 개발하고 준비한다. 출석을 확인하고 교과서 및 시청각자료를 활용하여 수업을 진행한다.
- -교과목에 따라 다양한 실험·실습을 하거나 현장견학 및 야외수업을 한다.
- -과제를 내주고 결과를 검토 및 지도한다.
- -수행평가, 진단평가, 행동평가 등 다양한 방법으로 학생들을 평가하고 생활기록부를 작성한다.
- -학급의 훈육을 담당하며 교내외 생활을 지도한다.
- -교실청소 및 환경정리를 지도·감독한다.
- -보건 및 체육검사를 실시하여 건강기록부를 작성한다.
- -학생들의 학업 및 학교생활에 관한 문제, 가정생활, 교우관계 등에 대해 학부모와 상담한다.
- -전·입학 및 금전취급 사무를 처리한다.
- -학교 교육과정의 편성 및 운영에 참여하고 교직원회의에 참석하는 등 학교업무를 수행한다.
- -교내 클럽활동, 특별활동 및 각종 학교행사를 준비·지도한다.
- -학급경영록, 수행평가종합기록부 등 각종 장부 및 공문서 등을 기록·처리한다.
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Related occupations
중·고등학교 교사 · 특수교육 교사

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