Special Education Teachers, Elementary School
Educational Instruction and Library Occupations- Código O*NET-SOC
- 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.
- Fonte dos dados: ILOPublicado: 2025
0,28
0,09Intervalo dos valores aqui apresentados0,70Valor por grupo ocupacional
Escala, base e fonte
Índice de exposição à IA generativa, 0–1 tal como publicado
Publicado por grupo de base ISCO-08. Ligado a esta ocupação, total ou parcialmente, aplicando tal como publicadas as tabelas de correspondência do U.S. Bureau of Labor Statistics (ISCO-08 para SOC 2010, SOC 2010 para SOC 2018)
- Fonte dos dados: OpenAIPublicado: 2023
0,350
0,000Intervalo dos valores aqui apresentados0,844Escala, base e fonte
β de avaliadores humanos, 0–1 tal como publicado
Mapeado sobre tarefas O*NET
Task-level exposure
Apenas tarefas expostas30 tarefas avaliadas · 16 tarefas com β ≥ 0,5 (53,3%)
β = exposição direta (E1) + 0,5 × exposição com ferramentas disponíveis (E2), segundo a definição do repositório de origem.
- Unidade de origem: tarefas do O*NET 27.2 → código de ocupação do O*NET 31.0
- Todas as tarefas pontuadas constam da lista de tarefas do O*NET 31.0.
- Fonte
- OpenAI "GPTs are GPTs" exposure rubric
- Versão
- gh-main-0471612
- Licença
- MIT License, Copyright (c) 2024 OpenAI
Tarefas da ocupação O*NET-SOC 2010 25-2052.00 Special Education Teachers, Kindergarten and Elementary School, que vinculamos a esta ocupação por meio da tabela de correspondência oficial O*NET-SOC 2010 para 2019
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.25-2052.00 | 0.016224.3 |
Observe and evaluate students' performance, behavior, social development, and physical health.25-2052.00 | 0.010916.5 |
Prepare objectives, outlines, or other materials for courses of study following curriculum guidelines or school or state requirements.25-2052.00 | 0.009313.9 |
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.25-2052.00 | 0.009013.5 |
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2052.00 | 0.00517.6 |
Prepare, administer, or grade tests or assignments to evaluate students' progress.25-2052.00 | 0.00436.5 |
Prepare reports on students and activities as required by administration.25-2052.00 | 0.00406.1 |
Interpret or transcribe classroom materials into Braille or sign language.25-2052.00 | 0.00334.9 |
Interpret the results of standardized tests to determine students' strengths and areas of need.25-2052.00 | 0.00233.5 |
Organize and display students' work in a manner appropriate for their perceptual skills.25-2052.00 | 0.00213.1 |
| Not observed on any surface — 30 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 |
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten or elementary school programs. | —0 |
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. | —0 |
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs). | —0 |
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. | —0 |
Coordinate placement of students with special needs into mainstream classes. | —0 |
Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development. | —0 |
Develop or implement strategies to meet the needs of students with a variety of disabilities. | —0 |
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | —0 |
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. | —0 |
Establish and communicate clear objectives for all lessons, units, and projects to students. | —0 |
Establish and enforce rules for behavior and procedures for maintaining order among students. | —0 |
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | —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 |
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 |
Modify the general kindergarten or elementary education curriculum for special-needs students. | —0 |
Organize and supervise games or other recreational activities to promote physical, mental, or social development. | —0 |
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | —0 |
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | —0 |
Teach students personal development skills, such as goal setting, independence, or self-advocacy. | —0 |
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | —0 |
Control the inventory or distribution of classroom equipment, materials, or supplies. | —0 |
Guide or counsel students with adjustment problems, academic problems, or special academic interests. | —0 |
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | —0 |
Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | —0 |
Perform administrative duties, such as assisting in school libraries, hall or cafeteria monitoring, or bus loading or unloading. | —0 |
Prepare assignments for teacher assistants or volunteers. | —0 |
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | —0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | —0 |
Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs. | —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 |
|---|---|
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.O*NET Task ID 22360 | 1.0 |
Establish and communicate clear objectives for all lessons, units, and projects to students.O*NET Task ID 22367 | 1.0 |
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.O*NET Task ID 22374 | 1.0 |
Administer standardized ability and achievement tests to elementary students with special needs.O*NET Task ID 22359 | 0.5 |
Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.O*NET Task ID 22361 | 0.5 |
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.O*NET Task ID 22362 | 0.5 |
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.O*NET Task ID 22363 | 0.5 |
Coordinate placement of students with special needs into mainstream classes.O*NET Task ID 22364 | 0.5 |
Develop or implement strategies to meet the needs of students with a variety of disabilities.O*NET Task ID 22365 | 0.5 |
Interpret the results of standardized tests to determine students' strengths and areas of need.O*NET Task ID 22373 | 0.5 |
Modify the general elementary education curriculum for special-needs students.O*NET Task ID 22376 | 0.5 |
Observe and evaluate students' performance, behavior, social development, and physical health.O*NET Task ID 22378 | 0.5 |
Organize and display students' work in a manner appropriate for their perceptual skills.O*NET Task ID 22379 | 0.5 |
Plan or 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 22381 | 0.5 |
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.O*NET Task ID 22384 | 0.5 |
Prepare, administer, or grade tests or assignments to evaluate students' progress.O*NET Task ID 22385 | 0.5 |
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.O*NET Task ID 22366 | 0.0 |
Establish and enforce rules for behavior and procedures for maintaining order among students.O*NET Task ID 22368 | 0.0 |
Guide or counsel students with adjustment problems, academic problems, or special academic interests.O*NET Task ID 22369 | 0.0 |
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.O*NET Task ID 22370 | 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.O*NET Task ID 22371 | 0.0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.O*NET Task ID 22372 | 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.O*NET Task ID 22375 | 0.0 |
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.O*NET Task ID 22377 | 0.0 |
Organize and supervise games or other recreational activities to promote physical, mental, or social development.O*NET Task ID 22380 | 0.0 |
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.O*NET Task ID 22382 | 0.0 |
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.O*NET Task ID 22383 | 0.0 |
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.O*NET Task ID 22386 | 0.0 |
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.O*NET Task ID 22387 | 0.0 |
Teach students personal development skills, such as goal setting, independence, or self-advocacy.O*NET Task ID 22388 | 0.0 |
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
Todas as tarefas do O*NET 31.0 (30)
Todas as tarefas do O*NET 31.0 desta ocupação (em inglês, como publicadas; tipo de tarefa principal ou complementar). Os valores de exposição não constam desta lista; estão na tabela acima, ao lado de cada tarefa na redação da versão do O*NET usada por cada fonte.
| Tarefa (O*NET 31.0) | Tipo |
|---|---|
| Administer standardized ability and achievement tests to elementary students with special needs. | Principal |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | Principal |
| Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs. | Principal |
| Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. | Principal |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. | Principal |
| Coordinate placement of students with special needs into mainstream classes. | Principal |
| Develop or implement strategies to meet the needs of students with a variety of disabilities. | Principal |
| Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. | Principal |
| Establish and communicate clear objectives for all lessons, units, and projects to students. | Principal |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | Principal |
| Guide or counsel students with adjustment problems, academic problems, or special academic interests. | Principal |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | Principal |
| 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. | Principal |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | Principal |
| Interpret the results of standardized tests to determine students' strengths and areas of need. | Principal |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | Principal |
| 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. | Principal |
| Modify the general elementary education curriculum for students with disabilities. | Principal |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | Principal |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principal |
| Organize and display students' work in a manner appropriate for their perceptual skills. | Principal |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | Principal |
| Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Principal |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | Principal |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | Principal |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. | Principal |
| Prepare, administer, or grade tests or assignments to evaluate students' progress. | Principal |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | Principal |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | Principal |
| Teach students personal development skills, such as goal setting, independence, or self-advocacy. | Principal |
0,02/ 3· Índice de exposição a robôs
Escala, base e fonte
Cada tarefa física recebe uma nota de 0 a 3 conforme o ambiente em que robôs já implantados, vendidos ou demonstrados poderiam realizá-la (0 nenhum · 1 ambientes feitos para robôs, como uma célula de máquinas cercada ou uma linha de engarrafamento · 2 instalações estruturadas, como uma farmácia hospitalar ou um porto de contêineres · 3 ambientes não estruturados, como uma residência particular ou um canteiro de obras), e as notas são promediadas pela parcela do tempo de trabalho
Tarefas físicas entre as tarefas O*NET 29.3 desta ocupação
A Anthropic estimou as notas e as parcelas de tempo com o Claude Opus 5 usando pesquisa na web (situação em 2026).
O índice de exposição a robôs é uma medida diferente dos números de exposição à IA deste site e não pode ser somado a eles nem comparado com eles. Não mede a adoção real nem o custo, e 0 também abrange ocupações sem tarefas físicas.
Nota de cada tarefa física
Níveis de ambiente robótico (E0–E3)
E0 nenhumDetalhes
Avaliada como não realizável por robôs que foram implantados, vendidos ou demonstrados, nem mesmo em um ambiente feito para robôs
E1 ambientes feitos para robôsDetalhes
Avaliada como realizável em um ambiente construído em torno da máquina, como uma célula de máquinas cercada ou uma linha de engarrafamento
E2 instalações estruturadasDetalhes
Avaliada como realizável em uma instalação de trabalho de pessoas que uma instituição mantém em um padrão de trabalho, como uma farmácia hospitalar ou um porto de contêineres
E3 ambientes não estruturadosDetalhes
Avaliada como realizável em um ambiente que nenhuma instituição mantém em um padrão de trabalho, como uma residência particular ou um canteiro de obras
Apenas as tarefas classificadas como físicas são listadas; as demais tarefas não têm nível na fonte.
| Tarefa (O*NET 29.3) | Nível de ambiente robótico |
|---|---|
| Establish and enforce rules for behavior and procedures for maintaining order among students. | E0 nenhum |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | E0 nenhum |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | E0 nenhum |
| Organize and display students' work in a manner appropriate for their perceptual skills. | E0 nenhum |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | E0 nenhum |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | E0 nenhum |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | E1 ambientes feitos para robôs |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | E0 nenhum |
Informação ocupacional
Perspetivas de emprego (BLS)
A tabela de Projeções de Emprego da BLS não tem linha para SOC 25-2056.
Ligações à classificação coreana (KSCO)
Ligações da versão atual de Korea Occupation Direct Crosswalk v1.1, elaborado pela AI Changing Work. Os valores de relação são lidos a partir da ocupação O*NET-SOC.
| Código KSCO | Nome KSCO | Relação | Estado |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | Esta ocupação é mais restrita | confirmado |
| 26231 | 시각장애인 특수교육 교사 | Sobrepõem-se, não são iguais | confirmado |
| 26232 | 청각장애인 특수교육 교사 | Sobrepõem-se, não são iguais | confirmado |
Definições de relação e estado(kr-direct v1.1)
Descrição ocupacional da OIT
A AI Changing Work vincula a esta ocupação os grupos de base da ISCO-08 abaixo aplicando, tal como publicadas, as tabelas de correspondência do Bureau of Labor Statistics dos EUA (BLS) (SOC 2018 para SOC 2010, SOC 2010 para ISCO-08), sem seleção caso a caso; cada vínculo pode ser total ou parcial.
- ISCO-08 2352Special Needs Teachers
Professores do ensino especial
Fonte: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licença: CC BY 4.0 (EU Reuse Notice)
A definição, as tarefas e os exemplos abaixo são a descrição da OIT para esse grupo de base, não para esta ocupação.
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.
Tarefas
- (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.
Ocupações de exemplo
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
Vocabulário ocupacional ESCO
Cada entrada abaixo está associada a esta ocupação no ESCO-O*NET Crosswalk publicado (versão 1, 2022). Os tipos de correspondência são os dessa tabela; a redação é da AI Changing Work.
- Professor de ensino especial de escola primária/Professora de ensino especial de escola primáriaESCO 2352.1.5Mesmo âmbito
Os professores de ensino especial de escola primária proporcionam um ensino especialmente concebido para os alunos com uma variedade de deficiências ao nível da escola primária e asseguram que os mesmos atingem o seu potencial de aprendizagem. Alguns professores de ensino especial de escola primária trabalham com crianças com deficiências ligeiras a moderadas, implementando um programa de estudos alterado para responder às necessidades específicas de cada estudante. Outros professores de ensino especial de escola primária assistem e ensinam alunos portadores de deficiência intelectual e autismo, centrando-se no ensino da literacia básica e em competências de vida e sociais. Todos os professores avaliam os progressos dos alunos, tendo em conta os seus pontos fortes e fracos, e comunicam as suas conclusões aos pais, conselheiros, administradores e outras partes envolvidas.
- Professor de ensino especial/Professora de ensino especialESCO 2352.1Esta ocupação é mais restrita
Os professores ensino especial trabalham no ensino de crianças, jovens e adultos com deficiência intelectual ou física. Recorrem a uma série de conceitos, estratégias e instrumentos especializados para otimizar a comunicação, a mobilidade, a autonomia e a integração social dos alunos. Selecionam métodos de ensino e recursos de apoio que permitam a cada aluno maximizar o seu potencial de vida independente.
- Professor de apoio domiciliário a crianças com necessidades educativas especiais/Professora de apoio domiciliário a crianças com necessidades educativas especiaisESCO 2352.1.4Esta ocupação é mais ampla
Os professores de apoio domiciliário a crianças com necessidades educativas especiais ensinam as crianças deficientes ou doentes nas suas casas. São professores especializados ao serviço das escolas (públicas) que ensinam crianças incapazes de frequentar fisicamente a escola, mas também ajudam os alunos, os pais e a escola na sua comunicação. Além disso, desempenham as funções de assistente social escolar, ajudando os alunos e os pais nos seus eventuais problemas comportamentais e aplicando, se necessário, os regulamentos de frequência escolar. No caso de uma eventual (re)admissão à escola, os professores aconselham a escola relativamente a estratégias adequadas de orientação em sala de aula e métodos de ensino adequados para apoiar o estudante e tornar a sua transição o mais agradável possível.
- Coordenador de ensino especial e apoios educativos/Coordenadora de ensino especial e apoios educativosESCO 2351.4Sobrepõem-se, não são iguais
Os coordenadores de ensino especial e apoios educativos supervisionam programas e atividades que prestam apoio educativo a crianças com uma variedade de deficiências. Estão a par dos mais recentes desenvolvimentos no domínio da investigação das necessidades especiais, com o objetivo de facilitar os processos de ensino especial necessários para maximizar o potencial de crescimento e de aprendizagem dos alunos com necessidades de aprendizagem especiais, e aconselhar o responsável pelo ensino especial sobre estes desenvolvimentos e novas propostas de programas.
Fonte: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licença: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Ligações à classificação francesa (ROME)
Ligações entre esta ocupação e fichas ROME 4.0, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação. As ligações marcadas como «provisório» foram adotadas apenas com base nos julgamentos de dois avaliadores da mesma família de modelos (Claude), ou por uma regra do operador aplicada a esses julgamentos, pelo que se apoiam em evidências mais fracas do que as ligações confirmadas.
| Código ROME | Designação ROME (francês) | Relação |
|---|---|---|
| K2106 | Professeur / Professeure des écoles | Esta ocupação é mais restritaprovisório |
| K2127 | Professeur / Professeure d'enseignement général pour déficients sensoriels | Relacionada, não correspondenteprovisório |
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)
Ligações à classificação espanhola (CNO-11)
Ligações entre esta ocupação e ocupações CNO-11, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código CNO-11 | Designação CNO-11 (espanhol) | Relação |
|---|---|---|
| 2311 | Profesores de educación especial | Esta ocupação é mais restrita |
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)
Ligações à classificação alemã (KldB)
Ligações entre esta ocupação e ocupações KldB, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código KldB | Designação KldB (alemão) | Relação |
|---|---|---|
| 84134 | Lehrkräfte an Förderschulen - hoch komplexe Tätigkeiten | Esta ocupação é mais restrita |
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)
Ligações à classificação japonesa (JSCO)
Ligações entre esta ocupação e ocupações JSCO, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código JSCO | Designação JSCO (japonês) | Relação |
|---|---|---|
| 196 | 特別支援学校教員 | Sobrepõem-se, não são iguaisprovisório |
| 192 | 小学校教員 | Relacionada, não correspondenteprovisório |
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)
Fontes de dados e licenças desta página, e avisos de modificação e tradução da AI Changing Work: Créditos e fontes