Special Education Teachers, Secondary School
Educational Instruction and Library Occupations- Code O*NET-SOC
- 25-2058.00
Teach academic, social, and life skills to secondary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
Les intitulés des métiers et les énoncés de tâches sont affichés en anglais, tels que publiés. Les libellés, y compris les types de tâches, sont traduits.
Exposition à l'IA
- 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
0.099
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.
Exposition à l’IA (grille d’OpenAI)
40 tâches évaluées · 20 tâches avec β ≥ 0,5 (50.0%)
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
Énoncés de tâches de l’O*NET® 31.0 Database, les tâches principales d’abord.
| Tâche | Type | β (OpenAI) |
|---|---|---|
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | Principale | 1 |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | Principale | 0 |
| Prepare materials and classrooms for class activities. | Principale | 0 |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | Principale | 0 |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | Principale | 0,5 |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | Principale | 0,5 |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | Principale | 0 |
| 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 | 0,5 |
| Teach personal development skills, such as goal setting, independence, and self-advocacy. | Principale | 0 |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | Principale | 0 |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | Principale | 1 |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | Principale | 0,5 |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies. | Principale | 0,5 |
| Meet with other professionals to discuss individual students' needs and progress. | Principale | 0 |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | Principale | 0 |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | Principale | 0 |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | Principale | 0 |
| Coordinate placement of students with special needs into mainstream classes. | Principale | 0,5 |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principale | 0,5 |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | Principale | 0 |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | Principale | 0,5 |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | Principale | 0 |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | Principale | 0 |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Principale | 0,5 |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Principale | 0,5 |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Principale | 0,5 |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | Principale | 0,5 |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. | Principale | 0,5 |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | Principale | 1 |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | Principale | 1 |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | Principale | 0 |
| Attend staff meetings and serve on committees, as required. | Principale | 0 |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Principale | 0 |
| Provide additional instruction in vocational areas. | Complémentaire | 0,5 |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Complémentaire | 0 |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Complémentaire | 0,5 |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | Complémentaire | 0 |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | Complémentaire | 0 |
| Provide interpretation and transcription of regular classroom materials through Braille and sign language. | Complémentaire | 0,5 |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. | Complémentaire | 0 |
Informations professionnelles
Sources et attribution
This page includes information from the O*NET® 31.0 Database (https://www.onetcenter.org/database.html) by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license (https://creativecommons.org/licenses/by/4.0/). O*NET® is a trademark of USDOL/ETA. AI Changing Work has modified all or some of this information: the O*NET-SOC code, title and task statements are reproduced in English without change; task-type labels are shown in the page's language and tasks are listed core first; any Korean occupation title shown on the Korean-language page is AI Changing Work's translation; any KSCO-8 unit groups linked to this occupation were paired with it by AI Changing Work's judgment, and the relation labels and statuses are AI Changing Work's additions. USDOL/ETA has not approved, endorsed, or tested these modifications.
Any AI exposure figures on this page are published by third parties, not by AI Changing Work, and none is part of the O*NET information. OpenAI publishes task-level scores (MIT License) for O*NET 27.2 task statements; each is shown next to the O*NET 31.0 task statement with the same task ID, whose wording can differ from the 27.2 statement that was scored. OpenAI also publishes occupation-level scores for O*NET-SOC codes in the same release, and any such score is shown on the O*NET occupation with the same code. Anthropic publishes an observed exposure index in the Anthropic Economic Index (CC-BY), and the U.S. Bureau of Labor Statistics publishes relative AI exposure categories (public domain); both are published per SOC code, and each value is shown on every O*NET occupation with that code. The International Labour Organization publishes a generative AI exposure index in ILO Working Paper 140 (CC BY 4.0) for ISCO-08 unit groups; AI Changing Work links those groups to O*NET occupations by applying the U.S. Bureau of Labor Statistics ISCO-08 to 2010 SOC and 2010 SOC to 2018 SOC crosswalks as published, without case-by-case selection, and these crosswalks match many groups only in part. Where several unit groups are linked, each group's published value is listed, and any summary shows only the lowest and highest of those values with the number of groups; no exposure figure is averaged or recalculated. Any employment figures are published by the U.S. Bureau of Labor Statistics for the SOC group containing this occupation. Each source is credited where its figures are shown.
O*NET OnLine: 25-2058.00 Special Education Teachers, Secondary School
KSCO 코드·명칭: 한국표준직업분류(제8차 개정) — 통계청 고시 제2024-328호 (2024-07-01 고시, 2025-01-01 시행). 저작권법 제7조 제2호의 고시 항목이다. 명칭 표기(가운뎃점·띄어쓰기)는 해설서 2차 정오 반영판의 표기를 따랐으며, 고시 항목표와는 18개 명칭에서 가운뎃점 글리프나 띄어쓰기만 다르다. 통계청은 2025년 10월 국가데이터처로 개편되었다. 이 페이지의 KSCO 연결은 통계청·국가데이터처의 공식 연계표가 아니다.