Special Education Teachers, Elementary School

Educational Instruction and Library Occupations
O*NET-SOC 代码
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.

  • 数据来源: ILO发布时间: 2025

    0.28

    0.09此处所载数值的范围0.70

    职业群单位数值

    尺度 · 母数 · 来源

    生成式AI暴露度指数，按发布原值0–1

    按 ISCO-08 细类（4 位）发布的数值。按原样应用美国劳工统计局（BLS）的官方对照表（ISCO-08→2010 SOC、2010 SOC→2018 SOC）关联到本职业，对应关系为全部或部分对应

    来源数据集（PDF 文件下载）

  • 数据来源: OpenAI发布时间: 2023

    0.350

    0.000此处所载数值的范围0.844
    尺度 · 母数 · 来源

    人工评分β，按发布原值0–1

    以O*NET任务映射为基准

    来源数据集（CSV 文件下载）

Task-level exposure

仅显示有暴露的工作

已评分任务 30 项 · β ≥ 0.5 的任务 16 项（53.3%）

β = 直接暴露（E1）+ 0.5 × 借助工具时的暴露（E2），依据原始代码库的定义。

  • 原始单位：O*NET 27.2 任务 → O*NET 31.0 职业代码
  • 所有已评分任务均在 O*NET 31.0 任务列表中。
来源
OpenAI "GPTs are GPTs" exposure rubric
版本
gh-main-0471612
许可
MIT License, Copyright (c) 2024 OpenAI

以下为 O*NET-SOC 2010 职业 25-2052.00 Special Education Teachers, Kindergarten and Elementary School 的工作任务，由本站依据 O*NET-SOC 2010→2019 官方对照表关联到此职业

Task (O*NET 20.1)Claude.aiRaw / share %APIRaw / share %
Prepare objectives, outlines, or other materials for courses of study following curriculum guidelines or school or state requirements.

25-2052.00

0.017535.8—0
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.

25-2052.00

0.008417.20.001913.0
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.

25-2052.00

0.006613.50.004733.3
Prepare reports on students and activities as required by administration.

25-2052.00

0.00459.2—0
Observe and evaluate students' performance, behavior, social development, and physical health.

25-2052.00

0.00408.20.006042.0
Teach students personal development skills, such as goal setting, independence, or self-advocacy.

25-2052.00

0.00234.7—0
Organize and display students' work in a manner appropriate for their perceptual skills.

25-2052.00

0.00224.5—0
Prepare, administer, or grade tests or assignments to evaluate students' progress.

25-2052.00

0.00193.9—0
Interpret the results of standardized tests to determine students' strengths and areas of need.

25-2052.00

0.00153.10.001611.6
Not observed on any surface — 31 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—0
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten or elementary school programs.
—0—0
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.
—0—0
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).
—0—0
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.
—0—0
Coordinate placement of students with special needs into mainstream classes.
—0—0
Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.
—0—0
Develop or implement strategies to meet the needs of students with a variety of disabilities.
—0—0
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
—0—0
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.
—0—0
Establish and communicate clear objectives for all lessons, units, and projects to students.
—0—0
Establish and enforce rules for behavior and procedures for maintaining order among students.
—0—0
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
—0—0
Instruct 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—0
Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.
—0—0
Modify the general kindergarten or elementary education curriculum for special-needs students.
—0—0
Organize and supervise games or other recreational activities to promote physical, mental, or social development.
—0—0
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
—0—0
Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.
—0—0
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
—0—0
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
—0—0
Control the inventory or distribution of classroom equipment, materials, or supplies.
—0—0
Guide or counsel students with adjustment problems, academic problems, or special academic interests.
—0—0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
—0—0
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
—0—0
Perform administrative duties, such as assisting in school libraries, hall or cafeteria monitoring, or bus loading or unloading.
—0—0
Prepare assignments for teacher assistants or volunteers.
—0—0
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
—0—0
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
—0—0
Interpret or transcribe classroom materials into Braille or sign language.
—0—0
Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs.
—0—0

Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page

O*NET 31.0 全部任务（30 项）

本职业在 O*NET 31.0 中的全部任务（英文原文；任务类型为核心或补充）。暴露值不列在此清单中，而在上方表格里，位于各来源所用 O*NET 版本的任务表述旁。

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

职业信息

韩国职业分类关联（KSCO）

来自 AI Changing Work 制作的 Korea Occupation Direct Crosswalk v1.1 当前版本的关联。关系值从 O*NET-SOC 职业一侧解读。

KSCO 代码KSCO 名称关系状态
26239그 외 특수교육 교사本职业范围更窄已确认
26231시각장애인 특수교육 교사有重叠，但不相同已确认
26232청각장애인 특수교육 교사有重叠，但不相同已确认

关系与状态的定义(kr-direct v1.1)

国际劳工组织（ILO）职业说明

以下 ISCO-08 职业组由 AI Changing Work 原样套用美国劳工统计局（BLS）发布的对照表（2018 SOC→2010 SOC、2010 SOC→ISCO-08）、不逐案取舍，与本职业相关联；每项关联可能是完全对应，也可能是部分对应。

  • ISCO-08 2352Special Needs Teachers

    特殊教育教师

自行翻译

自行翻译 · 非 ISCO 官方词汇 — 未经国际劳工组织审核。

以下定义、任务和职业示例是 ILO 对该 ISCO-08 职业组的描述，而不是对本职业的描述。

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.

任务

  • (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.

职业示例

Learning disabilities special education teacher · Learning support teacher · Remedial teacher · Teacher of gifted children · Teacher of the hearing impaired · Teacher of the sight impaired

Sources: ILO ISCO-08 — details: Credits

ESCO 职业词汇

以下每一项都是在已公开的ESCO-O*NET Crosswalk（第 1 版，2022 年）中与本职业逐项对应的。对应类型出自该对照表；表述出自 AI Changing Work。

  • special educational needs teacher primary schoolESCO 2352.1.5范围相同

    Special educational needs teachers at primary schools provide specially-designed instruction to students with a variety of disabilities on a primary school level and ensure they reach their learning potential. Some special educational needs teachers at primary schools work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other special educational needs teachers at primary schools assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic and advanced literacy, life and social skills. All teachers assess the students' progress, taking into account their strengths and weaknesses, and communicate their findings to parents, counselors, administrators and other parties involved.

  • special educational needs teacherESCO 2352.1本职业范围更窄

    Special educational needs teachers work with and teach children, young people, and adults with an intellectual or physical disability. They use a range of specialised concepts, strategies and tools to optimise learners' communication, mobility, autonomy, and social integration. They select teaching methods and support resources to enable individual learners to maximise their potential for independent living.

  • special educational needs itinerant teacherESCO 2352.1.4本职业范围更宽

    Special educational needs itinerant teachers instruct disabled or sick children in their homes. They are specialised teachers employed by (public) schools to teach those unable to physically attend school, but also to assist the student, the parents and the school in their communication. They also fulfil the function of a social school worker by helping the students and parents with a student's potential behavioural issues and enforce, if necessary, school attendance regulations. In case of a possible physical (re)admission to school, visiting teachers advise the school regarding suitable classroom guidance strategies and advisable teaching methods to support the student and make the transition as agreeable as possible.

  • special educational needs coordinatorESCO 2351.4有重叠，但不相同

    Special educational needs coordinators oversee programmes and activities that provide educational support to children with a variety of disabilities. They ensure they are up to date with the latest developments in the special needs research field with the objective of facilitating the special education processes needed to maximise the growth and learning potential of students with special learning needs, and advise the special education principal of these developments and new programme proposals.

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

许可: CC BY 4.0 (EU Reuse Notice)

查看原文

ESCO reuse terms and the modification notice are in Credits.

法国职业分类关联（ROME）

本职业与 ROME 4.0 职业条目（fiche）之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。标为「暂定」的关联仅凭同一模型系列（Claude）两位判定者的判定采纳，或对其判定适用运营方规则后采纳，因此其依据弱于已确认的关联。

ROME 代码ROME 名称（法语）关系
K2106Professeur / Professeure des écoles本职业范围更窄暂定
K2127Professeur / Professeure d'enseignement général pour déficients sensoriels相关，但不对应暂定

Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.

ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.

(AI Changing Work link release: fr-direct v1)

西班牙职业分类关联（CNO-11）

本职业与 CNO-11 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。

CNO-11 代码CNO-11 名称（西班牙语）关系
2311Profesores de educación especial本职业范围更窄

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)

德国职业分类关联（KldB）

本职业与 KldB 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。

KldB 代码KldB 名称（德语）关系
84134Lehrkräfte an Förderschulen - hoch komplexe Tätigkeiten本职业范围更窄

Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.

(AI Changing Work link release: de-direct v1)

日本职业分类关联（JSCO）

本职业与 JSCO 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。

JSCO 代码JSCO 名称（日语）关系
196特別支援学校教員有重叠，但不相同暂定
192小学校教員相关，但不对应暂定

Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.

(AI Changing Work link release: jp-direct v1)

本页数据的来源与许可，以及 AI Changing Work 的修改与翻译说明：致谢与来源