Special Education Teachers, Secondary School
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-2058.00
Teach academic, social, and life skills to secondary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
- Fonte dos dados: BLSPublicado: 2026-08
Alto· relativa
BaixoQuatro faixas relativasMuito altoValor 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
- Fonte dos dados: AnthropicPublicado: 2026-03
0,099
0,000Intervalo dos valores aqui apresentados0,745Escala, 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
- 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)
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 expostas40 tarefas avaliadas · 20 tarefas com β ≥ 0,5 (50,0%)
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 25-2054.00 Special Education Teachers, Secondary 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 % | APIRaw / share % |
|---|---|---|
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.25-2054.00 | 0.294552.8 | 0.057351.3 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.25-2054.00 | 0.059010.6 | 0.026323.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2054.00 | 0.055710.0 | 0.00423.8 |
Teach personal development skills such as goal setting, independence, and self-advocacy.25-2054.00 | 0.03346.0 | 0.00433.8 |
Guide and counsel students with adjustment or academic problems, or special academic interests.25-2054.00 | 0.02805.0 | 0.00292.6 |
Provide additional instruction in vocational areas.25-2054.00 | 0.02694.8 | 0.00201.8 |
Prepare materials and classrooms for class activities.25-2054.00 | 0.01562.8 | 0.00201.8 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2054.00 | 0.01081.9 | 0.00554.9 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2054.00 | 0.01061.9 | 0.00191.7 |
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.25-2054.00 | 0.00541.0 | —0 |
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.25-2054.00 | 0.00430.8 | —0 |
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.25-2054.00 | 0.00350.6 | —0 |
Observe and evaluate students' performance, behavior, social development, and physical health.25-2054.00 | 0.00310.6 | 0.00534.7 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2054.00 | 0.00290.5 | —0 |
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.25-2054.00 | 0.00280.5 | —0 |
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.25-2054.00 | 0.00150.3 | —0 |
| Not observed on any surface — 24 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. | ||
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | —0 | —0 |
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | —0 | —0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students. | —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 |
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | —0 | —0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | —0 | —0 |
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | —0 | —0 |
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies. | —0 | —0 |
Meet with other professionals to discuss individual students' needs and progress. | —0 | —0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | —0 | —0 |
Coordinate placement of students with special needs into mainstream classes. | —0 | —0 |
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | —0 | —0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | —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 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. | —0 | —0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | —0 | —0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | —0 | —0 |
Attend staff meetings and serve on committees, as required. | —0 | —0 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | —0 | —0 |
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | —0 | —0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | —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 |
Provide interpretation and transcription of regular classroom materials through Braille and sign language. | —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 6784 | 1.0 |
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.O*NET Task ID 6794 | 1.0 |
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6814 | 1.0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6815 | 1.0 |
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.O*NET Task ID 6788 | 0.5 |
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.O*NET Task ID 6789 | 0.5 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.O*NET Task ID 6791 | 0.5 |
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.O*NET Task ID 6795 | 0.5 |
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.O*NET Task ID 6796 | 0.5 |
Coordinate placement of students with special needs into mainstream classes.O*NET Task ID 6801 | 0.5 |
Observe and evaluate students' performance, behavior, social development, and physical health.O*NET Task ID 6802 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.O*NET Task ID 6804 | 0.5 |
Provide additional instruction in vocational areas.O*NET Task ID 6807 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6808 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6809 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6811 | 0.5 |
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.O*NET Task ID 6812 | 0.5 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.O*NET Task ID 6813 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6818 | 0.5 |
Provide interpretation and transcription of regular classroom materials through Braille and sign language.O*NET Task ID 6822 | 0.5 |
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.O*NET Task ID 6785 | 0.0 |
Prepare materials and classrooms for class activities.O*NET Task ID 6786 | 0.0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students.O*NET Task ID 6787 | 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 6790 | 0.0 |
Teach personal development skills, such as goal setting, independence, and self-advocacy.O*NET Task ID 6792 | 0.0 |
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.O*NET Task ID 6793 | 0.0 |
Meet with other professionals to discuss individual students' needs and progress.O*NET Task ID 6797 | 0.0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.O*NET Task ID 6798 | 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 6799 | 0.0 |
Guide and counsel students with adjustments, academic problems, or special academic interests.O*NET Task ID 6800 | 0.0 |
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.O*NET Task ID 6803 | 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 6805 | 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 6806 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 6810 | 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 6816 | 0.0 |
Attend staff meetings and serve on committees, as required.O*NET Task ID 6817 | 0.0 |
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.O*NET Task ID 6819 | 0.0 |
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6820 | 0.0 |
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.O*NET Task ID 6821 | 0.0 |
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.O*NET Task ID 6823 | 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 |
|---|---|
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | Principal |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | Principal |
| Prepare materials and classrooms for class activities. | Principal |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | Principal |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | Principal |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | Principal |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | 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 |
| Teach personal development skills, such as goal setting, independence, and self-advocacy. | Principal |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | Principal |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | Principal |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | Principal |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies. | Principal |
| Meet with other professionals to discuss individual students' needs and progress. | Principal |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | Principal |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | Principal |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | Principal |
| Coordinate placement of students with special needs into mainstream classes. | Principal |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principal |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | Principal |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | Principal |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | Principal |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | Principal |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Principal |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Principal |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Principal |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | Principal |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. | Principal |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | Principal |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | 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 |
| Attend staff meetings and serve on committees, as required. | Principal |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Principal |
| Provide additional instruction in vocational areas. | Complementar |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Complementar |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Complementar |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | Complementar |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | Complementar |
| Provide interpretation and transcription of regular classroom materials through Braille and sign language. | Complementar |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. | Complementar |
0,03/ 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 |
|---|---|
| Prepare materials and classrooms for class activities. | 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 |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 nenhum |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | E0 nenhum |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E0 nenhum |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 nenhum |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 nenhum |
Informação ocupacional
Perspetivas de emprego (BLS)
- Emprego, 2025
- 165K
- Emprego projetado, 2035
- 165K
- Variação (2025–35)
- -0,2%
- Salário anual mediano, 2025
- $74.260
- Escolaridade habitual para ingresso
- Bachelor's degree
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 secundária/Professora de ensino especial de escola secundáriaESCO 2352.1.6Mesmo âmbito
Os professores de ensino especial de escola secundária fornecem formação especialmente concebida para alunos com uma variedade de deficiências ao nível do ensino secundário e asseguram que os mesmos atingem o seu potencial de aprendizagem. Alguns professores de ensino especial de escola secundária trabalham com crianças que apresentam deficiências ligeiras a moderadas, aplicando um programa curricular alterado para responder às necessidades específicas de cada estudante. Outros professores de ensino especial de escola secundária assistem e ensinam alunos portadores de deficiência intelectual e autismo, centrando-se no ensino da literacia básica e avançada, 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, orientadores, 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.
- Auxiliar de educação especialESCO 5312.4Sobrepõem-se, não são iguais
Os auxiliares de educação especial prestam assistência a professores de educação especial nas suas funções na sala de aula. Cuidam das necessidades físicas dos alunos com uma variedade de deficiência e ajudam com tarefas, tais como as pausas para ir à casa de banho, viagens de autocarro, a alimentação e mudanças das salas de aula. Também prestam apoio pedagógico aos alunos, professores e pais e elaboram programas de aulas. Os auxiliares de educação especial prestam apoio aos alunos em função das suas necessidades específicas, ajudam com tarefas difíceis e acompanham o progresso dos alunos e o comportamento na sala de aula.
- 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)
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 |
| 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 |
| 194 | 高等学校教員 | 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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