Special Education Teachers, Elementary School

Educational Instruction and Library Occupations
O*NET-SOC कोड
25-2056.00

Teach academic, social, and life skills to elementary 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.

  • डेटा स्रोत: ILOप्रकाशन: 2025

    0.28

    0.09यहाँ दिए गए मानों की सीमा0.70

    व्यवसाय-समूह स्तर का मान

    मापक्रम, आधार और स्रोत

    जेनरेटिव AI एक्सपोजर सूचकांक, प्रकाशित रूप में 0–1

    ISCO-08 इकाई समूह के स्तर पर प्रकाशित मान। अमेरिकी श्रम सांख्यिकी ब्यूरो (BLS) की आधिकारिक क्रॉसवॉक तालिकाओं (ISCO-08 से 2010 SOC, 2010 SOC से 2018 SOC) को प्रकाशित रूप में लागू करके इस व्यवसाय से जोड़ा गया है; यह मिलान पूर्ण या आंशिक है

    स्रोत डेटासेट (PDF फ़ाइल डाउनलोड)

  • डेटा स्रोत: OpenAIप्रकाशन: 2023

    0.350

    0.000यहाँ दिए गए मानों की सीमा0.844
    मापक्रम, आधार और स्रोत

    मानव मूल्यांकनकर्ता β, प्रकाशित रूप में 0–1

    O*NET कार्यों पर मैप किया गया

    स्रोत डेटासेट (CSV फ़ाइल डाउनलोड)

Task-level exposure

केवल एक्सपोज़र वाले कार्य

30 मूल्यांकित कार्य · β ≥ 0.5 वाले 16 कार्य (53.3%)

β = प्रत्यक्ष एक्सपोजर (E1) + 0.5 × उपकरण उपलब्ध होने पर एक्सपोजर (E2), स्रोत रिपॉजिटरी की परिभाषा के अनुसार।

  • स्रोत इकाई: O*NET 27.2 के कार्य → O*NET 31.0 का पेशा कोड
  • सभी मूल्यांकित कार्य O*NET 31.0 की कार्य-सूची में हैं।
स्रोत
OpenAI "GPTs are GPTs" exposure rubric
संस्करण
gh-main-0471612
लाइसेंस
MIT License, Copyright (c) 2024 OpenAI

O*NET-SOC 2010 व्यवसाय 25-2052.00 Special Education Teachers, Kindergarten and Elementary School के कार्य, जिन्हें हमने आधिकारिक O*NET-SOC 2010→2019 क्रॉसवॉक के ज़रिए इस व्यवसाय से जोड़ा है

Task (O*NET 20.1)Claude.aiRaw / share %APIRaw / share %
Prepare objectives, outlines, or other materials for courses of study following curriculum guidelines or school or state requirements.

25-2052.00

0.017535.8—0
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.

25-2052.00

0.008417.20.001913.0
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.

25-2052.00

0.006613.50.004733.3
Prepare reports on students and activities as required by administration.

25-2052.00

0.00459.2—0
Observe and evaluate students' performance, behavior, social development, and physical health.

25-2052.00

0.00408.20.006042.0
Teach students personal development skills, such as goal setting, independence, or self-advocacy.

25-2052.00

0.00234.7—0
Organize and display students' work in a manner appropriate for their perceptual skills.

25-2052.00

0.00224.5—0
Prepare, administer, or grade tests or assignments to evaluate students' progress.

25-2052.00

0.00193.9—0
Interpret the results of standardized tests to determine students' strengths and areas of need.

25-2052.00

0.00153.10.001611.6
Not observed on any surface — 31 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—0
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten or elementary school programs.
—0—0
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.
—0—0
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).
—0—0
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.
—0—0
Coordinate placement of students with special needs into mainstream classes.
—0—0
Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.
—0—0
Develop or implement strategies to meet the needs of students with a variety of disabilities.
—0—0
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
—0—0
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.
—0—0
Establish and communicate clear objectives for all lessons, units, and projects to students.
—0—0
Establish and enforce rules for behavior and procedures for maintaining order among students.
—0—0
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
—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.
—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.
—0—0
Modify the general kindergarten or elementary education curriculum for special-needs students.
—0—0
Organize and supervise games or other recreational activities to promote physical, mental, or social development.
—0—0
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
—0—0
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.
—0—0
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
—0—0
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
—0—0
Control the inventory or distribution of classroom equipment, materials, or supplies.
—0—0
Guide or counsel students with adjustment problems, academic problems, or special academic interests.
—0—0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
—0—0
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
—0—0
Perform administrative duties, such as assisting in school libraries, hall or cafeteria monitoring, or bus loading or unloading.
—0—0
Prepare assignments for teacher assistants or volunteers.
—0—0
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
—0—0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
—0—0
Interpret or transcribe classroom materials into Braille or sign language.
—0—0
Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs.
—0—0

Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page

O*NET 31.0 के सभी कार्य (30)

इस पेशे के O*NET 31.0 के सभी कार्य (अंग्रेज़ी, जैसे प्रकाशित; कार्य-प्रकार मुख्य या पूरक)। एक्सपोजर मान इस सूची में नहीं हैं; वे ऊपर की तालिका में, हर कार्य के उस पाठ के पास हैं जो प्रत्येक स्रोत द्वारा उपयोग किए गए O*NET संस्करण में है।

कार्य (O*NET 31.0)प्रकार
Administer standardized ability and achievement tests to elementary students with special needs.मुख्य
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.मुख्य
Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.मुख्य
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.मुख्य
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.मुख्य
Coordinate placement of students with special needs into mainstream classes.मुख्य
Develop or implement strategies to meet the needs of students with a variety of disabilities.मुख्य
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.मुख्य
Establish and communicate clear objectives for all lessons, units, and projects to students.मुख्य
Establish and enforce rules for behavior and procedures for maintaining order among students.मुख्य
Guide or counsel students with adjustment problems, academic problems, or special academic interests.मुख्य
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.मुख्य
Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.मुख्य
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.मुख्य
Interpret the results of standardized tests to determine students' strengths and areas of need.मुख्य
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.मुख्य
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.मुख्य
Modify the general elementary education curriculum for students with disabilities.मुख्य
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.मुख्य
Observe and evaluate students' performance, behavior, social development, and physical health.मुख्य
Organize and display students' work in a manner appropriate for their perceptual skills.मुख्य
Organize and supervise games or other recreational activities to promote physical, mental, or social development.मुख्य
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.मुख्य
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.मुख्य
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.मुख्य
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.मुख्य
Prepare, administer, or grade tests or assignments to evaluate students' progress.मुख्य
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.मुख्य
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.मुख्य
Teach students personal development skills, such as goal setting, independence, or self-advocacy.मुख्य

व्यावसायिक जानकारी

रोज़गार परिदृश्य (BLS)

BLS रोज़गार अनुमान तालिका में SOC 25-2056 की कोई पंक्ति नहीं है।

स्रोत: U.S. Bureau of Labor Statistics, Employment Projections 2025–35 — Employment by detailed occupation, 2025 and projected 2035

कोरियाई वर्गीकरण से संबंध (KSCO)

AI Changing Work द्वारा बनाए गए Korea Occupation Direct Crosswalk v1.1 के वर्तमान संस्करण के संबंध। संबंध-मान O*NET-SOC पेशे की ओर से पढ़े जाते हैं।

KSCO कोडKSCO नामसंबंधस्थिति
26239그 외 특수교육 교사यह व्यवसाय अधिक संकीर्ण हैपुष्ट
26231시각장애인 특수교육 교사आंशिक रूप से मेल, समान नहींपुष्ट
26232청각장애인 특수교육 교사आंशिक रूप से मेल, समान नहींपुष्ट

संबंध और स्थिति की परिभाषाएँ(kr-direct v1.1)

आईएलओ व्यावसायिक विवरण

नीचे दिए गए ISCO-08 इकाई समूहों को AI Changing Work ने अमेरिकी श्रम सांख्यिकी ब्यूरो (BLS) द्वारा प्रकाशित क्रॉसवॉक (2018 SOC से 2010 SOC, 2010 SOC से ISCO-08) को बिना मामला-दर-मामला चयन के, जैसे प्रकाशित हैं वैसे ही लागू करके इस व्यवसाय से जोड़ा है; प्रत्येक जुड़ाव पूर्ण या आंशिक हो सकता है।

  • ISCO-08 2352Special Needs Teachers

    विशेष आवश्यकता शिक्षक

स्वयं अनूदित

स्वयं अनूदित — यह आधिकारिक ISCO शब्दावली नहीं है (ILO द्वारा समीक्षित नहीं)।

नीचे दी गई परिभाषा, कार्य और उदाहरण उस इकाई समूह के बारे में ILO का विवरण हैं, इस व्यवसाय के बारे में नहीं।

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.

कार्य

  • (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.

उदाहरण व्यवसाय

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

ESCO व्यावसायिक शब्दावली

नीचे की प्रत्येक प्रविष्टि प्रकाशित ESCO-O*NET Crosswalk (संस्करण 1, 2022) में इस व्यवसाय से एक-एक करके मिलाई गई है। मिलान के प्रकार उसी क्रॉसवॉक के हैं; शब्दावली AI Changing Work की है।

  • special educational needs teacher primary schoolESCO 2352.1.5दायरा समान

    Special educational needs teachers at primary schools provide specially-designed instruction to students with a variety of disabilities on a primary school level and ensure they reach their learning potential. Some special educational needs teachers at primary schools work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other special educational needs teachers at primary schools assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic and advanced literacy, life and social skills. All teachers assess the students' progress, taking into account their strengths and weaknesses, and communicate their findings to parents, counselors, administrators and other parties involved.

  • special educational needs teacherESCO 2352.1यह व्यवसाय अधिक संकीर्ण है

    Special educational needs teachers work with and teach children, young people, and adults with an intellectual or physical disability. They use a range of specialised concepts, strategies and tools to optimise learners' communication, mobility, autonomy, and social integration. They select teaching methods and support resources to enable individual learners to maximise their potential for independent living.

  • special educational needs itinerant teacherESCO 2352.1.4यह व्यवसाय अधिक व्यापक है

    Special educational needs itinerant teachers instruct disabled or sick children in their homes. They are specialised teachers employed by (public) schools to teach those unable to physically attend school, but also to assist the student, the parents and the school in their communication. They also fulfil the function of a social school worker by helping the students and parents with a student's potential behavioural issues and enforce, if necessary, school attendance regulations. In case of a possible physical (re)admission to school, visiting teachers advise the school regarding suitable classroom guidance strategies and advisable teaching methods to support the student and make the transition as agreeable as possible.

  • special educational needs coordinatorESCO 2351.4आंशिक रूप से मेल, समान नहीं

    Special educational needs coordinators oversee programmes and activities that provide educational support to children with a variety of disabilities. They ensure they are up to date with the latest developments in the special needs research field with the objective of facilitating the special education processes needed to maximise the growth and learning potential of students with special learning needs, and advise the special education principal of these developments and new programme proposals.

स्रोत: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)

लाइसेंस: CC BY 4.0 (EU Reuse Notice)

मूल देखें

ESCO reuse terms and the modification notice are in Credits.

फ़्रांसीसी वर्गीकरण से संबंध (ROME)

इस पेशे और ROME 4.0 पेशा-प्रोफ़ाइलों के बीच संबंध, जिन्हें AI Changing Work ने AI मॉडलों की मदद से तय किया है। संबंध इस पेशे की ओर से पढ़े जाते हैं। ‘अस्थायी’ चिह्नित संबंधों को एक ही मॉडल परिवार (Claude) के दो निर्णायकों के निर्णयों के आधार पर ही, या उन निर्णयों पर संचालक के नियम लागू करके अपनाया गया है, इसलिए ये पुष्ट संबंधों की तुलना में कमज़ोर आधार पर टिके हैं।

ROME कोडROME नाम (फ़्रांसीसी)संबंध
K2106Professeur / Professeure des écolesयह व्यवसाय अधिक संकीर्ण हैअस्थायी
K2127Professeur / Professeure d'enseignement général pour déficients sensorielsसंबंधित, समकक्ष नहींअस्थायी

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)

स्पेनी वर्गीकरण से संबंध (CNO-11)

इस पेशे और CNO-11 पेशों के बीच संबंध, जिन्हें AI Changing Work ने AI मॉडलों की मदद से तय किया है। संबंध इस पेशे की ओर से पढ़े जाते हैं।

CNO-11 कोडCNO-11 नाम (स्पेनी)संबंध
2311Profesores de educación especialयह व्यवसाय अधिक संकीर्ण है

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)

जर्मन वर्गीकरण से संबंध (KldB)

इस पेशे और KldB पेशों के बीच संबंध, जिन्हें AI Changing Work ने AI मॉडलों की मदद से तय किया है। संबंध इस पेशे की ओर से पढ़े जाते हैं।

KldB कोडKldB नाम (जर्मन)संबंध
84134Lehrkräfte an Förderschulen - hoch komplexe Tätigkeitenयह व्यवसाय अधिक संकीर्ण है

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)

जापानी वर्गीकरण से संबंध (JSCO)

इस पेशे और JSCO पेशों के बीच संबंध, जिन्हें AI Changing Work ने AI मॉडलों की मदद से तय किया है। संबंध इस पेशे की ओर से पढ़े जाते हैं।

JSCO कोडJSCO नाम (जापानी)संबंध
196特別支援学校教員आंशिक रूप से मेल, समान नहींअस्थायी
192小学校教員संबंधित, समकक्ष नहींअस्थायी

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)

इस पेज के डेटा स्रोत व लाइसेंस, और AI Changing Work की संशोधन व अनुवाद सूचनाएँ: Credits और Sources