Special Education Teachers, Elementary School

Educational Instruction and Library Occupations
O*NET-SOC コード
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.

  • データ出典: ILO公表時点: 2025

    0.28

    0.09ここに掲載された値の範囲0.70

    職業群単位の値

    尺度・母数・出典

    生成AI露出度指数、公開されたまま0–1

    ISCO-08の細分類（4桁）単位で公表された値です。米国労働統計局（BLS）の公式対応表（ISCO-08→2010 SOC、2010 SOC→2018 SOC）を公表どおり適用してこの職業に結び付けており、対応は全部または一部です

    出典データセット（PDF ファイルのダウンロード）

  • データ出典: OpenAI公表時点: 2023

    0.350

    0.000ここに掲載された値の範囲0.844
    尺度・母数・出典

    人間評価者によるβ、公開されたまま0–1

    O*NETタスクへの対応づけが基準

    出典データセット（CSV ファイルのダウンロード）

Task-level exposure

露出のある作業のみ

評価済みタスク 30 件 · β ≥ 0.5 のタスク 16 件（53.3%）

β = 直接的な露出（E1）+ 0.5 × ツール利用時の露出（E2）。原典リポジトリの定義に従います。

  • 原典の単位：O*NET 27.2 のタスク → O*NET 31.0 の職業コード
  • 評価済みタスクはすべて O*NET 31.0 のタスク一覧にあります。
出典
OpenAI "GPTs are GPTs" exposure rubric
版
gh-main-0471612
ライセンス
MIT License, Copyright (c) 2024 OpenAI
Task (O*NET 30.2)Claude.aiRaw / share %APIRaw / share %
Prepare, administer, or grade tests or assignments to evaluate students' progress.

25-2056.00

0.020066.7—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.

25-2056.00

0.010033.30.00000.0
Guide or counsel students with adjustment problems, academic problems, or special academic interests.

25-2056.00

0.00000.0—0
Interpret the results of standardized tests to determine students' strengths and areas of need.

25-2056.00

0.00000.0—0
Not observed on any surface — 26 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 elementary students with special needs.
—0—0
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
—0—0
Collaborate with other teachers or administrators to develop, evaluate, or revise 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 educational plans (IEPs) for students' educational, physical, or social development.
—0—0
Coordinate placement of students with special needs into mainstream classes.
—0—0
Develop or implement strategies to meet the needs of students with a variety of disabilities.
—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 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.
—0—0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
—0—0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
—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 elementary education curriculum for students with disabilities.
—0—0
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
—0—0
Observe and evaluate students' performance, behavior, social development, and physical health.
—0—0
Organize and display students' work in a manner appropriate for their perceptual skills.
—0—0
Organize and supervise games or other recreational activities to promote physical, mental, or social development.
—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
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.
—0—0
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
—0—0
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
—0—0
Teach students personal development skills, such as goal setting, independence, or self-advocacy.
—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 のタスク全件（30件）

この職業の O*NET 31.0 のタスク全件（英語原文、種別はコア・補足）。露出値はこの一覧には載せず、上の表で各出典が用いた O*NET 版の文言の横にあります。

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

職業情報

雇用見通し（BLS）

BLS 雇用予測表に SOC 25-2056 の行はありません。

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

韓国職業分類との対応（KSCO）

AI Changing Work が作成した Korea Occupation Direct Crosswalk v1.1 現行版の対応です。関係の値は O*NET-SOC 職業の側から読みます。

KSCO コードKSCO 名称関係状態
26239그 외 특수교육 교사この職業のほうが狭い確定
26231시각장애인 특수교육 교사重なるが同じではない確定
26232청각장애인 특수교육 교사重なるが同じではない確定

関係と状態の定義(kr-direct v1.1)

ILO（国際労働機関）の職業説明

以下のISCO-08職業群は、AI Changing Workが米国労働統計局（BLS）の発行するクロスウォーク（2018 SOC→2010 SOC、2010 SOC→ISCO-08）を個別の選択なしにそのまま適用して、この職業に結び付けたものです。結び付きは全体的な対応の場合も部分的な対応の場合もあります。

  • ISCO-08 2352Special Needs Teachers

    特殊教育の教員

出典: 総務省「国際標準職業分類（ISCO）2008年改定版（仮訳）分類項目名一覧（和英対照）」— 原著：ILO ISCO-08 © International Labour Organization（日本語訳は総務省がILOの許可を得て作成）

原文を見る

以下の定義・作業・職業例は、この職業ではなく、当該ISCO-08職業群についてのILOによる説明です。

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.

作業

  • (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.

職業例

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 職業語彙

以下の各項目は、公開されているESCO-O*NET Crosswalk（バージョン1、2022年）で、この職業と一つずつ対応付けられたものです。対応の種類はそのクロスウォークによるもので、表現はAI Changing Workによるものです。

  • special educational needs teacher primary schoolESCO 2352.1.5範囲が同じ

    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 2352.1この職業のほうが狭い

    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 2352.1.4この職業のほうが広い

    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 2351.4重なるが同じではない

    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.

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

ライセンス: CC BY 4.0 (EU Reuse Notice)

原文を見る

ESCO reuse terms and the modification notice are in Credits.

フランス職業分類との対応（ROME）

この職業と ROME 4.0 の職業票（fiche）との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。「暫定」と表示した対応は、同じモデル系列（Claude）の二人の判定者による判定のみ、またはその判定に運営者の規則を適用して採用したものであり、確定した対応より根拠が弱くなります。

ROME コードROME 名称（フランス語）関係
K2106Professeur / Professeure des écolesこの職業のほうが狭い暫定
K2127Professeur / Professeure d'enseignement général pour déficients sensoriels関連（対応ではない）暫定

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)

スペイン職業分類との対応（CNO-11）

この職業と CNO-11 の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。

CNO-11 コードCNO-11 名称（スペイン語）関係
2311Profesores de educación especialこの職業のほうが狭い

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)

ドイツ職業分類との対応（KldB）

この職業と KldB の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。

KldB コードKldB 名称（ドイツ語）関係
84134Lehrkräfte an Förderschulen - hoch komplexe Tätigkeitenこの職業のほうが狭い

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)

日本職業分類との対応（JSCO）

この職業と JSCO の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。

JSCO コードJSCO 名称（日本語）関係
196特別支援学校教員重なるが同じではない暫定
192小学校教員関連（対応ではない）暫定

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)

このページのデータの出典・ライセンスと AI Changing Work による改変・翻訳の告知：クレジットと出典