Special Education Teachers, Middle School
Educational Instruction and Library Occupations- O*NET-SOC コード
- 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.
- データ出典: BLS公表時点: 2026-08
高い· 相対
低い4段階の相対区分非常に高い職業群単位の値
尺度・母数・出典
4段階の相対区分（低い / 中程度 / 高い / 非常に高い）
BLS雇用見通し表の詳細職業831件が母数。値は NEM(全国雇用マトリクス)コード単位で付与されるため、同じ NEM コードの職業は同じバンドになります
- データ出典: Anthropic公表時点: 2026-03
0.134
0.000ここに掲載された値の範囲0.745尺度・母数・出典
観測エクスポージャー指数、公開されたまま0–1
O*NETタスクへの対応づけが基準
SOC 2018の職業単位で公表された値で、同じSOC 2018コードを持つO*NET職業はすべてこの値になります
- 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
この出典がどのような性格の値か
BLSの区分は絶対水準ではなく相対順位であり、一次測定でもありません。複数の既存研究が付けた職業別パーセンタイル順位を4段階にまとめた値です。雇用や賃金の予測でもなく、導入確率でもなく、自動化と増強を区別しません。
Task-level exposure
非表示の作業 39 件を表示評価済みタスク 40 件 · β ≥ 0.5 のタスク 21 件（52.5%）
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 % |
|---|---|---|
Provide additional instruction in vocational areas.25-2057.00 | 0.0100100.0 | 0.00000.0 |
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 |
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
O*NET 31.0 のタスク全件（40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 |
|---|---|
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | コア |
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | コア |
| Prepare materials and classrooms for class activities. | コア |
| Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | コア |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | コア |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | コア |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology. | コア |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | コア |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | コア |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | コア |
| Coordinate placement of students with special needs into mainstream classes. | コア |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | コア |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | コア |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | コア |
| Observe and evaluate students' performance, behavior, social development, and physical health. | コア |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | コア |
| Teach students personal development skills, such as goal setting, independence, and self-advocacy. | コア |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | コア |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | コア |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | コア |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | コア |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | コア |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | コア |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | コア |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | コア |
| Organize and label materials and display students' work. | コア |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | コア |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | コア |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | コア |
| Attend staff meetings and serve on committees, as required. | コア |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | コア |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | コア |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | コア |
| Provide additional instruction in vocational areas. | コア |
| Develop or write Individualized Education Programs (IEPs) for students. | コア |
| Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support. | コア |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | 補足 |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | 補足 |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 補足 |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | 補足 |
0.06/ 3· ロボット露出指数
尺度・母数・出典
身体的なタスクそれぞれに、実際に導入・販売・実演されたロボットがこなせる環境に応じて 0–3 の等級を付け（0 不可 · 1 フェンスで囲われた機械セルや瓶詰めラインのようなロボット専用設備 · 2 病院の薬剤部やコンテナ港のような管理された施設 · 3 一般家庭や建設現場のような非定型の環境）、勤務時間に占める割合で平均した値
この職業の O*NET 29.3 タスクのうち身体的なタスクが対象
等級と時間の割合は Anthropic が Claude Opus 5（ウェブ検索）で推定しました（2026年時点）。
ロボット露出指数は、このサイトの AI 露出度とは別の指標であり、足し合わせたり比べたりすることはできません。実際の導入やコスト競争力を示すものではなく、0 には身体的なタスクのない職業も含まれます。
身体的なタスクごとの等級
ロボット環境等級（E0–E3）
E0 ロボット不可詳細
実際に導入・販売・実演されたロボットでは、ロボット専用設備でもこなせないと評価
E1 ロボット専用設備詳細
フェンスで囲われた機械セルや瓶詰めラインのように、機械を中心に作られた設備でこなせると評価
E2 管理された施設詳細
病院の薬剤部やコンテナ港のように、機関が作業基準を保っている人の作業施設でこなせると評価
E3 非定型の環境詳細
一般家庭や建設現場のように、作業基準を保つ機関がない環境でこなせると評価
身体的なタスクに分類されたタスクのみを掲載しています。その他のタスクには出典で等級がないため載せていません。
| タスク（O*NET 29.3） | ロボット環境等級 |
|---|---|
| Prepare materials and classrooms for class activities. | E1 ロボット専用設備 |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 ロボット不可 |
| Organize and label materials and display students' work. | E1 ロボット専用設備 |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | E0 ロボット不可 |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 ロボット不可 |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 ロボット専用設備 |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | E0 ロボット不可 |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 ロボット不可 |
職業情報
雇用見通し（BLS）
- 雇用者数、2025
- 95K
- 雇用者数見通し、2035
- 94K
- 変化率 (2025–35)
- -0.4%
- 年間賃金の中央値、2025
- $66,810
- 入職時に通常必要な学歴
- Bachelor's degree
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 |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | この職業のほうが狭い | 確定 |
| 26232 | 청각장애인 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）
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 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.
- learning support teacherESCO 2352.1.3重なるが同じではない
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 itinerant teacherESCO 2352.1.4重なるが同じではない
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.
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)
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 |
|---|---|---|
| K2107 | Professeur / Professeure de collège et de lycée | この職業のほうが狭い暫定 |
| K2106 | Professeur / Professeure des écoles | 関連（対応ではない）暫定 |
| K2127 | Professeur / 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 |
|---|---|---|
| 2311 | Profesores 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 |
|---|---|---|
| 84134 | Lehrkräfte 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 |
| 193 | 中学校教員 | 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