Special Education Teachers, Secondary School
Educational Instruction and Library Occupations- O*NET-SOC कोड
- 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.
- डेटा स्रोत: BLSप्रकाशन: 2026-08
उच्च· सापेक्ष
कमचार सापेक्ष श्रेणियाँबहुत उच्चव्यवसाय-समूह स्तर का मान
मापक्रम, आधार और स्रोत
चार सापेक्ष बैंड (कम / मध्यम / उच्च / बहुत उच्च)
BLS रोज़गार पूर्वानुमान तालिका के 831 विस्तृत व्यवसायों के आधार पर। मान NEM (नेशनल एम्प्लॉयमेंट मैट्रिक्स) कोड के स्तर पर दिया जाता है, इसलिए एक ही NEM कोड वाले व्यवसायों को वही बैंड मिलता है
- डेटा स्रोत: Anthropicप्रकाशन: 2026-03
0.099
0.000यहाँ दिए गए मानों की सीमा0.745मापक्रम, आधार और स्रोत
प्रेक्षित एक्सपोजर सूचकांक, प्रकाशित रूप में 0–1
O*NET कार्यों पर मैप किया गया
SOC 2018 व्यवसाय के स्तर पर प्रकाशित; समान SOC 2018 कोड वाले हर O*NET व्यवसाय को यही मान मिलता है
- डेटा स्रोत: ILOप्रकाशन: 2025
0.28
0.09यहाँ दिए गए मानों की सीमा0.70व्यवसाय-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
यह स्रोत किस प्रकार का आँकड़ा प्रकाशित करता है
BLS की श्रेणी सापेक्ष रैंक है, निरपेक्ष स्तर नहीं, और यह प्रथम-हस्त माप भी नहीं है: यह कई प्रकाशित अध्ययनों में व्यवसाय की पर्सेंटाइल रैंकों को चार बैंडों में बांटती है। यह रोज़गार या वेतन का पूर्वानुमान नहीं है, न अपनाए जाने की संभावना, और यह स्वचालन और संवर्धन में अंतर नहीं करती।
Task-level exposure
20 छिपे कार्य दिखाएँ40 मूल्यांकित कार्य · β ≥ 0.5 वाले 20 कार्य (50.0%)
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
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 6784 | 1.0 |
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.O*NET Task ID 6794 | 1.0 |
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6814 | 1.0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6815 | 1.0 |
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.O*NET Task ID 6788 | 0.5 |
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.O*NET Task ID 6789 | 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 6791 | 0.5 |
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.O*NET Task ID 6795 | 0.5 |
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.O*NET Task ID 6796 | 0.5 |
Coordinate placement of students with special needs into mainstream classes.O*NET Task ID 6801 | 0.5 |
Observe and evaluate students' performance, behavior, social development, and physical health.O*NET Task ID 6802 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.O*NET Task ID 6804 | 0.5 |
Provide additional instruction in vocational areas.O*NET Task ID 6807 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6808 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6809 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6811 | 0.5 |
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.O*NET Task ID 6812 | 0.5 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.O*NET Task ID 6813 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6818 | 0.5 |
Provide interpretation and transcription of regular classroom materials through Braille and sign language.O*NET Task ID 6822 | 0.5 |
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®, Eloundou et al. (2023): see full notices on the Credits page
O*NET 31.0 के सभी कार्य (40)
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 |
|---|---|
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | मुख्य |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | मुख्य |
| Prepare materials and classrooms for class activities. | मुख्य |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | मुख्य |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | मुख्य |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | मुख्य |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | मुख्य |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | मुख्य |
| Teach personal development skills, such as goal setting, independence, and self-advocacy. | मुख्य |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | मुख्य |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | मुख्य |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | मुख्य |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies. | मुख्य |
| Meet with other professionals to discuss individual students' needs and progress. | मुख्य |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | मुख्य |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | मुख्य |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | मुख्य |
| Coordinate placement of students with special needs into mainstream classes. | मुख्य |
| Observe and evaluate students' performance, behavior, social development, and physical health. | मुख्य |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | मुख्य |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | मुख्य |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | मुख्य |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | मुख्य |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | मुख्य |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | मुख्य |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | मुख्य |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | मुख्य |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. | मुख्य |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | मुख्य |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | मुख्य |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | मुख्य |
| Attend staff meetings and serve on committees, as required. | मुख्य |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | मुख्य |
| Provide additional instruction in vocational areas. | पूरक |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | पूरक |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | पूरक |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | पूरक |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | पूरक |
| Provide interpretation and transcription of regular classroom materials through Braille and sign language. | पूरक |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. | पूरक |
0.03/ 3· रोबोट एक्सपोजर सूचकांक
मापक्रम, आधार और स्रोत
हर शारीरिक कार्य को इस आधार पर 0–3 ग्रेड दिया गया है कि पहले से तैनात, बेचे गए या प्रदर्शित किए गए रोबोट उसे किस परिवेश में कर सकते हैं (0 कोई नहीं · 1 रोबोट के लिए बने परिवेश, जैसे बाड़ से घिरा मशीन सेल या बॉटलिंग लाइन · 2 संरचित सुविधाएँ, जैसे अस्पताल की फ़ार्मेसी या कंटेनर बंदरगाह · 3 असंरचित परिवेश, जैसे निजी घर या निर्माण स्थल), और इन ग्रेडों का औसत कार्य-समय में हिस्से के अनुसार निकाला गया है
इस पेशे के O*NET 29.3 कार्यों में से शारीरिक कार्य
ग्रेड और समय-हिस्से का अनुमान Anthropic ने Claude Opus 5 (वेब खोज) से लगाया है (2026 की स्थिति)।
रोबोट एक्सपोजर सूचकांक इस साइट के AI एक्सपोजर आँकड़ों से अलग माप है, इसलिए इसे उनमें जोड़ा या उनसे तुलना नहीं की जा सकती। यह वास्तविक अपनाने या लागत को नहीं मापता, और 0 में वे पेशे भी शामिल हैं जिनमें कोई शारीरिक कार्य नहीं है।
हर शारीरिक कार्य का ग्रेड
रोबोट परिवेश स्तर (E0–E3)
E0 कोई नहींविवरण
तैनात, बेचे या प्रदर्शित किए गए रोबोटों द्वारा, रोबोट के लिए बने परिवेश में भी, संभव नहीं आँका गया
E1 रोबोट के लिए बने परिवेशविवरण
मशीन के इर्द-गिर्द बने परिवेश में, जैसे बाड़ से घिरा मशीन सेल या बॉटलिंग लाइन, संभव आँका गया
E2 संरचित सुविधाएँविवरण
मनुष्यों की ऐसी कार्य-सुविधा में, जिसे कोई संस्था कार्य-मानक पर बनाए रखती है, जैसे अस्पताल की फ़ार्मेसी या कंटेनर बंदरगाह, संभव आँका गया
E3 असंरचित परिवेशविवरण
ऐसे परिवेश में, जिसे कोई संस्था कार्य-मानक पर बनाए नहीं रखती, जैसे निजी घर या निर्माण स्थल, संभव आँका गया
केवल शारीरिक के रूप में वर्गीकृत कार्य सूचीबद्ध हैं; अन्य कार्यों का स्रोत में कोई स्तर नहीं है।
| कार्य (O*NET 29.3) | रोबोट परिवेश स्तर |
|---|---|
| Prepare materials and classrooms for class activities. | E1 रोबोट के लिए बने परिवेश |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | E0 कोई नहीं |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 कोई नहीं |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | E0 कोई नहीं |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E0 कोई नहीं |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 कोई नहीं |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 कोई नहीं |
व्यावसायिक जानकारी
रोज़गार परिदृश्य (BLS)
- रोज़गार, 2025
- 165K
- अनुमानित रोज़गार, 2035
- 165K
- परिवर्तन (2025–35)
- -0.2%
- मध्य वार्षिक वेतन, 2025
- $74,260
- प्रवेश के लिए सामान्यतः आवश्यक शिक्षा
- Bachelor's degree
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 कोड | KSCO नाम | संबंध | स्थिति |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | यह व्यवसाय अधिक संकीर्ण है | पुष्ट |
| 26231 | 시각장애인 특수교육 교사 | आंशिक रूप से मेल, समान नहीं | पुष्ट |
| 26232 | 청각장애인 특수교육 교사 | आंशिक रूप से मेल, समान नहीं | पुष्ट |
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 secondary schoolESCO 2352.1.6दायरा समान
Special educational needs teachers at secondary schools provide specially-designed instruction to students on with a variety of disabilities on a secondary school level and ensure they reach their learning potential. Some special educational needs teachers at secondary 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 secondary 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.
- learning support teacherESCO 2352.1.3आंशिक रूप से मेल, समान नहीं
Learning support teachers assist students who have general learning difficulties. Learning support teachers focus on basic skills such as numeracy and literacy and thus teach basic subjects such as writing, reading, math and languages and they work for an educational institution such as a primary or secondary school. They support students in their school work, plan learning strategies, identify their learning needs and progress, and act accordingly. They can work in various educational set-ups and act as support for other teachers or manage their own class.
- special educational needs assistantESCO 5312.4आंशिक रूप से मेल, समान नहीं
Special educational needs assistants assist special education teachers in their classroom duties. They tend to the physical needs of students with a variety of disabilities and help out with tasks such as bathroom breaks, bus rides, eating and classroom switches. They also provide instructional support to students, teachers and parents and prepare lesson programmes. Special educational needs assistants supply support for students tailored to their specific needs, help out with challenging assignments and monitor students' progress and classroom behaviour.
- special educational needs itinerant teacherESCO 2352.1.4आंशिक रूप से मेल, समान नहीं
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.
स्रोत: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
लाइसेंस: CC BY 4.0 (EU Reuse Notice)
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 कोड | ROME नाम (फ़्रांसीसी) | संबंध |
|---|---|---|
| K2107 | Professeur / Professeure de collège et de lycée | यह व्यवसाय अधिक संकीर्ण हैअस्थायी |
| K2127 | Professeur / Professeure d'enseignement général pour déficients sensoriels | संबंधित, 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 कोड | CNO-11 नाम (स्पेनी) | संबंध |
|---|---|---|
| 2311 | Profesores de educación especial | यह 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 कोड | KldB नाम (जर्मन) | संबंध |
|---|---|---|
| 84134 | Lehrkräfte an Förderschulen - hoch komplexe Tätigkeiten | यह 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 कोड | JSCO नाम (जापानी) | संबंध |
|---|---|---|
| 196 | 特別支援学校教員 | आंशिक रूप से मेल, समान नहींअस्थायी |
| 194 | 高等学校教員 | 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