Special Education Teachers, Middle School
Educational Instruction and Library Occupations- Code O*NET-SOC
- 25-2057.00
Teach academic, social, and life skills to middle school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
- Source des données: BLSPublié: 2026-08
Élevée· relative
FaibleQuatre bandes relativesTrès élevéeValeur par groupe professionnel
Échelle, base et source
Quatre bandes relatives (Faible / Modérée / Élevée / Très élevée)
831 métiers détaillés du tableau des projections d'emploi du BLS. La valeur est attribuée par code de la National Employment Matrix (NEM), si bien que les métiers partageant un code NEM reçoivent la même bande
- Source des données: AnthropicPublié: 2026-03
0,134
0,000Étendue des valeurs présentées ici0,745Échelle, base et source
Indice d'exposition observée, 0–1 tel que publié
Rapporté aux tâches O*NET
Publié par profession SOC 2018 ; chaque profession O*NET ayant le même code SOC 2018 reçoit cette valeur
- Source des données: ILOPublié: 2025
0,28
0,09Étendue des valeurs présentées ici0,70Valeur par groupe professionnel
Échelle, base et source
Indice d'exposition à l'IA générative, 0–1 tel que publié
Publié par groupe de base ISCO-08. Relié à ce métier, en tout ou en partie, en appliquant tels que publiés les tableaux de correspondance du U.S. Bureau of Labor Statistics (ISCO-08 vers SOC 2010, SOC 2010 vers SOC 2018)
Quelle est la nature de la valeur publiée par cette source
La catégorie BLS est un rang relatif et non un niveau absolu, et ce n'est pas une mesure de première main : elle regroupe en quatre bandes les rangs centiles du métier dans plusieurs études publiées. Ce n'est ni une prévision d'emploi ou de salaire, ni une probabilité d'adoption, et elle ne distingue pas automatisation et augmentation.
Task-level exposure
Tâches exposées uniquement40 tâches évaluées · 21 tâches avec β ≥ 0,5 (52,5%)
β = exposition directe (E1) + 0,5 × exposition lorsque des outils sont disponibles (E2), selon la définition du dépôt source.
- Unité source : tâches O*NET 27.2 → code de métier O*NET 31.0
- Toutes les tâches notées figurent dans la liste des tâches O*NET 31.0.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Version
- gh-main-0471612
- Licence
- MIT License, Copyright (c) 2024 OpenAI
Tâches de la profession O*NET-SOC 2010 25-2053.00 Special Education Teachers, Middle School, que nous avons rattachées à cette profession au moyen de la table de correspondance officielle O*NET-SOC 2010 vers 2019
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Prepare, administer, and grade tests and assignments to evaluate students' progress.25-2053.00 | 0.041720.8 |
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.25-2053.00 | 0.036918.4 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2053.00 | 0.030715.3 |
Observe and evaluate students' performance, behavior, social development, and physical health.25-2053.00 | 0.01778.8 |
Organize and label materials and display students' work.25-2053.00 | 0.01557.7 |
Prepare materials and classrooms for class activities.25-2053.00 | 0.01376.8 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2053.00 | 0.00884.4 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2053.00 | 0.00633.1 |
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.25-2053.00 | 0.00592.9 |
Guide and counsel students with adjustment or academic problems, or special academic interests.25-2053.00 | 0.00582.9 |
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.25-2053.00 | 0.00532.7 |
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.25-2053.00 | 0.00422.1 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.25-2053.00 | 0.00331.6 |
Teach students personal development skills such as goal setting, independence, and self-advocacy.25-2053.00 | 0.00170.9 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2053.00 | 0.00170.9 |
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.25-2053.00 | 0.00150.8 |
| 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. | |
Establish and enforce rules for behavior and policies and procedures to maintain order among students. | —0 |
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | —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. | —0 |
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | —0 |
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | —0 |
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology. | —0 |
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | —0 |
Coordinate placement of students with special needs into mainstream classes. | —0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | —0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | —0 |
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | —0 |
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | —0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | —0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | —0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | —0 |
Organize and supervise games and other recreational activities to promote physical, mental, and social development. | —0 |
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | —0 |
Attend staff meetings and serve on committees, as required. | —0 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | —0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | —0 |
Provide interpretation and transcription of regular classroom materials through Braille and sign language. | —0 |
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms. | —0 |
Provide additional instruction in vocational areas. | —0 |
Visit schools to tutor students with sensory impairments and 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 (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.O*NET Task ID 6745 | 1.0 |
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6762 | 1.0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6772 | 1.0 |
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.O*NET Task ID 6747 | 0.5 |
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.O*NET Task ID 6748 | 0.5 |
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and instructional technology.O*NET Task ID 6750 | 0.5 |
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.O*NET Task ID 6753 | 0.5 |
Coordinate placement of students with special needs into mainstream classes.O*NET Task ID 6754 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.O*NET Task ID 6756 | 0.5 |
Observe and evaluate students' performance, behavior, social development, and physical health.O*NET Task ID 6758 | 0.5 |
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.O*NET Task ID 6759 | 0.5 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.O*NET Task ID 6761 | 0.5 |
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.O*NET Task ID 6764 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6765 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6767 | 0.5 |
Organize and label materials and display students' work.O*NET Task ID 6770 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6771 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6777 | 0.5 |
Provide additional instruction in vocational areas.O*NET Task ID 6781 | 0.5 |
Develop or write Individualized Education Programs (IEPs) for students.O*NET Task ID 21063 | 0.5 |
Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.O*NET Task ID 21064 | 0.5 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students.O*NET Task ID 6744 | 0.0 |
Prepare materials and classrooms for class activities.O*NET Task ID 6746 | 0.0 |
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.O*NET Task ID 6749 | 0.0 |
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.O*NET Task ID 6751 | 0.0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.O*NET Task ID 6752 | 0.0 |
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.O*NET Task ID 6755 | 0.0 |
Guide and counsel students with adjustments, academic problems, or special academic interests.O*NET Task ID 6757 | 0.0 |
Teach students personal development skills, such as goal setting, independence, and self-advocacy.O*NET Task ID 6760 | 0.0 |
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.O*NET Task ID 6763 | 0.0 |
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.O*NET Task ID 6766 | 0.0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.O*NET Task ID 6768 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 6769 | 0.0 |
Organize and supervise games and other recreational activities to promote physical, mental, and social development.O*NET Task ID 6773 | 0.0 |
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.O*NET Task ID 6774 | 0.0 |
Attend staff meetings and serve on committees, as required.O*NET Task ID 6775 | 0.0 |
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.O*NET Task ID 6776 | 0.0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.O*NET Task ID 6778 | 0.0 |
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6780 | 0.0 |
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.O*NET Task ID 6782 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
Toutes les tâches O*NET 31.0 (40)
Toutes les tâches O*NET 31.0 de ce métier (en anglais, telles que publiées ; type de tâche principale ou complémentaire). Les valeurs d'exposition ne figurent pas dans cette liste ; elles sont dans le tableau ci-dessus, à côté de chaque tâche dans la formulation de la version O*NET utilisée par chaque source.
| Tâche (O*NET 31.0) | Type |
|---|---|
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | Principale |
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | Principale |
| Prepare materials and classrooms for class activities. | Principale |
| Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | Principale |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | Principale |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | Principale |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology. | Principale |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | Principale |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | Principale |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | Principale |
| Coordinate placement of students with special needs into mainstream classes. | Principale |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | Principale |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | Principale |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | Principale |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principale |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | Principale |
| Teach students personal development skills, such as goal setting, independence, and self-advocacy. | Principale |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Principale |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | Principale |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | Principale |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | Principale |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Principale |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | Principale |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Principale |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Principale |
| Organize and label materials and display students' work. | Principale |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Principale |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | Principale |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | Principale |
| Attend staff meetings and serve on committees, as required. | Principale |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | Principale |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Principale |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | Principale |
| Provide additional instruction in vocational areas. | Principale |
| Develop or write Individualized Education Programs (IEPs) for students. | Principale |
| Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support. | Principale |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | Complémentaire |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | Complémentaire |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Complémentaire |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | Complémentaire |
0,06/ 3· Indice d'exposition aux robots
Échelle, base et source
Chaque tâche physique reçoit une note de 0 à 3 selon l'environnement dans lequel des robots déjà déployés, vendus ou présentés en démonstration pourraient l'accomplir (0 aucun · 1 environnements conçus pour les robots, comme une cellule robotisée grillagée ou une ligne d'embouteillage · 2 installations structurées, comme une pharmacie hospitalière ou un port à conteneurs · 3 environnements non structurés, comme un domicile privé ou un chantier de construction), puis les notes sont moyennées selon la part du temps de travail
Tâches physiques parmi les tâches O*NET 29.3 de ce métier
Anthropic a estimé les notes et les parts de temps avec Claude Opus 5 à l'aide de la recherche web (situation en 2026).
L'indice d'exposition aux robots est une mesure différente des chiffres d'exposition à l'IA de ce site : il ne peut ni s'y ajouter ni leur être comparé. Il ne mesure ni l'adoption réelle ni le coût, et 0 couvre aussi les métiers sans tâche physique.
Note de chaque tâche physique
Niveaux d'environnement robotique (E0–E3)
E0 aucunDétails
Jugée non réalisable par des robots déployés, vendus ou présentés en démonstration, même dans un environnement conçu pour les robots
E1 environnements conçus pour les robotsDétails
Jugée réalisable dans un environnement construit autour de la machine, comme une cellule robotisée grillagée ou une ligne d'embouteillage
E2 installations structuréesDétails
Jugée réalisable dans un lieu de travail humain qu'une institution maintient selon une norme de travail, comme une pharmacie hospitalière ou un port à conteneurs
E3 environnements non structurésDétails
Jugée réalisable dans un environnement qu'aucune institution ne maintient selon une norme de travail, comme un domicile privé ou un chantier de construction
Seules les tâches classées comme physiques sont listées ; les autres tâches n'ont pas de niveau dans la source.
| Tâche (O*NET 29.3) | Niveau d'environnement robotique |
|---|---|
| Prepare materials and classrooms for class activities. | E1 environnements conçus pour les robots |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 aucun |
| Organize and label materials and display students' work. | E1 environnements conçus pour les robots |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | E0 aucun |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 aucun |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 environnements conçus pour les robots |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | E0 aucun |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 aucun |
Informations professionnelles
Perspectives d’emploi (BLS)
- Emploi, 2025
- 95K
- Emploi projeté, 2035
- 94K
- Variation (2025–35)
- -0,4%
- Salaire annuel médian, 2025
- $66 810
- Niveau d’études habituel à l’entrée
- Bachelor's degree
Liens avec la classification coréenne (KSCO)
Liens de la version en vigueur de Korea Occupation Direct Crosswalk v1.1, établi par AI Changing Work. Les valeurs de relation se lisent du côté du métier O*NET-SOC.
| Code KSCO | Intitulé KSCO | Relation | Statut |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | Cette profession est plus étroite | confirmé |
| 26232 | 청각장애인 특수교육 교사 | Chevauchement, pas identique | confirmé |
Définitions des relations et des statuts(kr-direct v1.1)
Description professionnelle de l’OIT
AI Changing Work relie à cette profession les groupes de base ISCO-08 ci-dessous en appliquant, telles que publiées, les tables de correspondance du Bureau of Labor Statistics des États-Unis (BLS) (SOC 2018 vers SOC 2010, SOC 2010 vers ISCO-08), sans sélection au cas par cas ; chaque lien peut être total ou partiel.
- ISCO-08 2352Special Needs Teachers
Enseignants, éducation spécialisée
La définition, les tâches et les exemples ci-dessous sont la description que l'OIT donne de ce groupe de base, et non de cette profession.
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.
Tâches
- (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.
Exemples de métiers
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
Vocabulaire professionnel ESCO
Chaque entrée ci-dessous est mise en correspondance avec cette profession dans le ESCO-O*NET Crosswalk publié (version 1, 2022). Les types de correspondance sont ceux de cette table ; la formulation est celle d'AI Changing Work.
- enseignant spécialisé/enseignante spécialiséeESCO 2352.1Cette profession est plus étroite
Les enseignants spécialisés/enseignantes spécialisées travaillent avec des enfants, des jeunes gens et des adultes atteints d’un handicap physique ou intellectuel. Ils/elles ont recours à un ensemble de concepts, de stratégies et d’outils spécialisés pour optimiser la communication, la mobilité, l’autonomie et l’intégration sociale des apprenants. Ils/elles sélectionnent les méthodes d’enseignement et les ressources pédagogiques afin de permettre aux apprenants individuels de maximiser leur potentiel pour une vie en autonomie.
- enseignant spécialisé des réseaux d’aides spécialisées aux élèves en difficulté/enseignante spécialisée des réseaux d’aides spécialisées aux élèves en difficultéESCO 2352.1.3Chevauchement, pas identique
Les enseignants spécialisés des réseaux d’aides spécialisées aux élèves en difficulté/enseignantes spécialisées des réseaux d’aides spécialisées aux élèves en difficulté aident les élèves qui ont des difficultés d’apprentissage en général. Les enseignants spécialisés des réseaux d’aides spécialisées aux élèves en difficulté/enseignantes spécialisées des réseaux d’aides spécialisées aux élèves en difficulté mettent l’accent sur les compétences de base, telles que le calcul et l’alphabétisation, et enseignent ainsi des matières principales telles que l’écriture, la lecture, les mathématiques et les langues, et ils travaillent pour un établissement d’enseignement tel qu’une école primaire ou secondaire. Ils/elles soutiennent les élèves dans leur travail scolaire, planifient des stratégies d’apprentissage, recensent leurs besoins et progrès en matière d’apprentissage, et agissent en conséquence. Ils/elles peuvent travailler dans différents cadres éducatifs et agir en tant que soutiens pour d’autres enseignants ou gérer leur propre classe.
- enseignant spécialisé intervenant à domicile/enseignante spécialisée intervenant à domicileESCO 2352.1.4Chevauchement, pas identique
Les enseignants spécialisés intervenant à domicile/enseignantes spécialisées intervenant à domicile dispensent des cours à des enfants handicapés ou malades chez eux. Ils/elles sont employé-e-s par des établissements scolaires (publics) pour enseigner aux enfants qui ne peuvent pas fréquenter l’école, mais aussi pour aider l’élève, les parents et l’école à communiquer. Ils/elles remplissent également la fonction de travailleur social en milieu scolaire en aidant les élèves et les parents à gérer les éventuels problèmes de comportement de l’élève et à mettre en œuvre, si nécessaire, des règles en matière de scolarité. Dans le cas d’une éventuelle (ré)admission physique à l’école, les enseignants en visite conseillent l’école en ce qui concerne les stratégies d’orientation adaptées en classe et les méthodes d’enseignement appropriées pour soutenir l’élève et rendre la transition aussi agréable que possible.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licence: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Liens avec la classification française (ROME)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des fiches ROME 4.0. Les relations se lisent du point de vue de ce métier. Les liens marqués « provisoire » ont été retenus sur la seule base des jugements de deux évaluateurs de la même famille de modèles (Claude), ou par une règle de l'exploitant appliquée à ces jugements, et reposent donc sur des éléments plus faibles que les liens confirmés.
| Code ROME | Intitulé ROME (français) | Relation |
|---|---|---|
| K2107 | Professeur / Professeure de collège et de lycée | Cette profession est plus étroiteprovisoire |
| K2106 | Professeur / Professeure des écoles | Lié, sans correspondanceprovisoire |
| K2127 | Professeur / Professeure d'enseignement général pour déficients sensoriels | Lié, sans correspondanceprovisoire |
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)
Liens avec la classification espagnole (CNO-11)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des professions CNO-11. Les relations se lisent du point de vue de ce métier.
| Code CNO-11 | Intitulé CNO-11 (espagnol) | Relation |
|---|---|---|
| 2311 | Profesores de educación especial | Cette profession est plus étroite |
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)
Liens avec la classification allemande (KldB)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des professions KldB. Les relations se lisent du point de vue de ce métier.
| Code KldB | Intitulé KldB (allemand) | Relation |
|---|---|---|
| 84134 | Lehrkräfte an Förderschulen - hoch komplexe Tätigkeiten | Cette profession est plus étroite |
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)
Liens avec la classification japonaise (JSCO)
Liens établis par AI Changing Work, à l’aide de modèles d’IA, entre ce métier et des professions JSCO. Les relations se lisent du point de vue de ce métier.
| Code JSCO | Intitulé JSCO (japonais) | Relation |
|---|---|---|
| 196 | 特別支援学校教員 | Chevauchement, pas identiqueprovisoire |
| 193 | 中学校教員 | Lié, sans correspondanceprovisoire |
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)
Sources des données et licences de cette page, et avis de modification et de traduction d'AI Changing Work : Crédits et sources