Special Education Teachers, Middle School

Educational Instruction and Library Occupations

Código O*NET-SOC: 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.

Fonte dos dados: BLSPublicado: 2026-08
Alto· relativa
BaixoQuatro faixas relativasMuito alto
Valor por grupo ocupacional
Escala, base e fonte
Quatro faixas relativas (Baixo / Moderado / Alto / Muito alto)
831 ocupações detalhadas da tabela de projeções de emprego do BLS. O valor é atribuído por código da National Employment Matrix (NEM), pelo que as ocupações que partilham um código NEM recebem a mesma banda
Conjunto de dados de origem (transferência XLSX)
Fonte dos dados: AnthropicPublicado: 2026-03
0,134
0,000Intervalo dos valores aqui apresentados0,745
Escala, base e fonte
Índice de exposição observada, 0–1 tal como publicado
Mapeado sobre tarefas O*NET
Publicado por ocupação SOC 2018; toda ocupação O*NET com o mesmo código SOC 2018 recebe este valor
Conjunto de dados de origem (transferência CSV)
Fonte dos dados: ILOPublicado: 2025
0,28
0,09Intervalo dos valores aqui apresentados0,70
Valor 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)
Conjunto de dados de origem (transferência PDF)

Que tipo de valor esta fonte publica

A categoria de BLS é uma posição relativa, não um nível absoluto, e também não é uma medição de primeira mão: agrupa em quatro faixas as posições percentis da ocupação em vários estudos publicados. Não é uma previsão de emprego ou de salários, não é uma probabilidade de adoção e não distingue automação de aumento.

Task-level exposure

Apenas tarefas expostas

40 tarefas avaliadas · 21 tarefas com β ≥ 0,5 (52,5%)

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

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
Develop or write Individualized Education Programs (IEPs) for students. 25-2057.00	0.00000.0	—0
Not observed on any surface — 38 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.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.	—0	—0
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.	—0	—0
Prepare materials and classrooms for class activities.	—0	—0
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.	—0	—0
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.	—0	—0
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.	—0	—0
Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.	—0	—0
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.	—0	—0
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.	—0	—0
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.	—0	—0
Coordinate placement of students with special needs into mainstream classes.	—0	—0
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.	—0	—0
Prepare, administer, and grade tests and assignments to evaluate students' progress.	—0	—0
Guide and counsel students with adjustments, academic problems, or special academic interests.	—0	—0
Observe and evaluate students' performance, behavior, social development, and physical health.	—0	—0
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.	—0	—0
Teach students personal development skills, such as goal setting, independence, and self-advocacy.	—0	—0
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.	—0	—0
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.	—0	—0
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.	—0	—0
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.	—0	—0
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.	—0	—0
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.	—0	—0
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.	—0	—0
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.	—0	—0
Organize and label materials and display students' work.	—0	—0
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.	—0	—0
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.	—0	—0
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.	—0	—0
Attend staff meetings and serve on committees, as required.	—0	—0
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.	—0	—0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.	—0	—0
Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.	—0	—0
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.	—0	—0
Organize and supervise games and other recreational activities to promote physical, mental, and social development.	—0	—0
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.	—0	—0
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.	—0	—0
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.	—0	—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
Ver mais 11 tarefas ▾Ver menos ▴
Establish and enforce rules for behavior and policies and procedures to maintain order among students. O*NET Task ID 6744	0.0
Prepare materials and classrooms for class activities. O*NET Task ID 6746	0.0
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. O*NET Task ID 6749	0.0
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. O*NET Task ID 6751	0.0
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. O*NET Task ID 6752	0.0
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. O*NET Task ID 6755	0.0
Guide and counsel students with adjustments, academic problems, or special academic interests. O*NET Task ID 6757	0.0
Teach students personal development skills, such as goal setting, independence, and self-advocacy. O*NET Task ID 6760	0.0
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. O*NET Task ID 6763	0.0
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. O*NET Task ID 6766	0.0
Supervise, evaluate, and plan assignments for teacher assistants and volunteers. O*NET Task ID 6768	0.0
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. O*NET Task ID 6769	0.0
Organize and supervise games and other recreational activities to promote physical, mental, and social development. O*NET Task ID 6773	0.0
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. O*NET Task ID 6774	0.0
Attend staff meetings and serve on committees, as required. O*NET Task ID 6775	0.0
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. O*NET Task ID 6776	0.0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. O*NET Task ID 6778	0.0
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. O*NET Task ID 6780	0.0
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. O*NET Task ID 6782	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 (40)

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
Establish and enforce rules for behavior and policies and procedures to maintain order among students.	Principal
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.	Principal
Prepare materials and classrooms for class activities.	Principal
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.	Principal
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.	Principal
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.	Principal
Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.	Principal
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.	Principal
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.	Principal
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.	Principal
Coordinate placement of students with special needs into mainstream classes.	Principal
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.	Principal
Prepare, administer, and grade tests and assignments to evaluate students' progress.	Principal
Guide and counsel students with adjustments, academic problems, or special academic interests.	Principal
Observe and evaluate students' performance, behavior, social development, and physical health.	Principal
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.	Principal
Teach students personal development skills, such as goal setting, independence, and self-advocacy.	Principal
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.	Principal
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.	Principal
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.	Principal
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.	Principal
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.	Principal
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.	Principal
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.	Principal
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.	Principal
Organize and label materials and display students' work.	Principal
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.	Principal
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.	Principal
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.	Principal
Attend staff meetings and serve on committees, as required.	Principal
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.	Principal
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.	Principal
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.	Principal
Provide additional instruction in vocational areas.	Principal
Develop or write Individualized Education Programs (IEPs) for students.	Principal
Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.	Principal
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.	Complementar
Organize and supervise games and other recreational activities to promote physical, mental, and social development.	Complementar
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.	Complementar
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.	Complementar

Anthropic, “What work can robots do?”2026-09

0,06/ 3· Índice de exposição a robôs

0 nenhum3 ambientes não estruturados

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).

Conjunto de dados de origem

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
Prepare materials and classrooms for class activities.	E1 ambientes feitos para robôs
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.	E0 nenhum
Organize and label materials and display students' work.	E1 ambientes feitos para robôs
Organize and supervise games and other recreational activities to promote physical, mental, and social development.	E0 nenhum
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.	E0 nenhum
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.	E1 ambientes feitos para robôs
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.	E0 nenhum
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.	E0 nenhum

Perspetivas de emprego (BLS)

Emprego, 2025: 95K
Emprego projetado, 2035: 94K
Variação (2025–35): -0,4%
Salário anual mediano, 2025: $66.810
Escolaridade habitual para ingresso: Bachelor's degree

mínimo $30.890faixa do salário mediano de 825 ocupações detalhadas, BLS EP 2025–35máximo $559.030

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

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
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)

Ver original

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/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 2352.1.4Sobrepõem-se, não são iguais
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.
Professor de apoio educativo/Professora de apoio educativoESCO 2352.1.3Sobrepõem-se, não são iguais
Os professores de apoio educativo ajudam os alunos com dificuldades gerais de aprendizagem. Os professores de apoio educativo centram-se nas competências básicas como a numeracia e literacia e, por conseguinte, ensinam competências básicas como a escrita, a leitura, a matemática e as línguas e trabalham para uma instituição de ensino como uma escola primária ou secundária. Apoiam os alunos nos seus trabalhos escolares, planificam estratégias de aprendizagem, identificam as suas necessidades de aprendizagem e o seu progresso e atuam em conformidade. Podem trabalhar em diversos ambientes de ensino e funcionar como apoio a outros professores ou gerir a sua própria turma.

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

Licença: CC BY 4.0 (EU Reuse Notice)

Ver original

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
K2107	Professeur / Professeure de collège et de lycée	Esta ocupação é mais restritaprovisório
K2106	Professeur / Professeure des écoles	Relacionada, não correspondenteprovisório
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
193	中学校教員	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)

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