Special Education Teachers, Secondary School
Educational Instruction and Library Occupations- O*NET-SOC 代码
- 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.
- 数据来源: BLS发布时间: 2026-08
高· 相对
低四级相对区间很高职业群单位数值
尺度 · 母数 · 来源
四级相对类别（低 / 中等 / 高 / 很高）
以BLS就业预测表中831个细分职业为基数。取值按 NEM（全国就业矩阵）代码给定，因此共用同一 NEM 代码的职业得到相同分档
- 数据来源: Anthropic发布时间: 2026-03
0.099
0.000此处所载数值的范围0.745尺度 · 母数 · 来源
- 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
该来源发布的是什么性质的数值
BLS的类别是相对排位而非绝对水平，也不是一手测量：它把多项已发表研究给出的职业百分位排名归并为四个等级。它不是就业或工资预测，不是采用概率，也不区分自动化与增强。
Task-level exposure
显示隐藏的 23 项工作已评分任务 40 项 · β ≥ 0.5 的任务 20 项（50.0%）
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 25-2054.00 Special Education Teachers, Secondary 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 % |
|---|---|---|
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.25-2054.00 | 0.387353.7 | 0.073245.5 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.25-2054.00 | 0.077210.7 | 0.034521.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2054.00 | 0.05657.8 | 0.00774.8 |
Guide and counsel students with adjustment or academic problems, or special academic interests.25-2054.00 | 0.03945.5 | 0.00573.5 |
Provide additional instruction in vocational areas.25-2054.00 | 0.03825.3 | 0.00493.1 |
Teach personal development skills such as goal setting, independence, and self-advocacy.25-2054.00 | 0.03244.5 | 0.00523.3 |
Prepare materials and classrooms for class activities.25-2054.00 | 0.02213.1 | 0.00462.9 |
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 | 0.01992.8 | 0.01116.9 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2054.00 | 0.01802.5 | 0.00523.3 |
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 | 0.00691.0 | —0 |
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.25-2054.00 | 0.00450.6 | 0.00251.5 |
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.25-2054.00 | 0.00420.6 | —0 |
Observe and evaluate students' performance, behavior, social development, and physical health.25-2054.00 | 0.00400.6 | 0.00603.7 |
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 | 0.00350.5 | —0 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2054.00 | 0.00300.4 | —0 |
Meet with other professionals to discuss individual students' needs and progress.25-2054.00 | 0.00250.3 | —0 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.25-2054.00 | 0.00180.2 | —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 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
O*NET 31.0 全部任务（40 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 |
|---|---|
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | 核心 |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | 核心 |
| Prepare materials and classrooms for class activities. | 核心 |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | 核心 |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | 核心 |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | 核心 |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | 核心 |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | 核心 |
| Teach personal development skills, such as goal setting, independence, and self-advocacy. | 核心 |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | 核心 |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | 核心 |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | 核心 |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies. | 核心 |
| Meet with other professionals to discuss individual students' needs and progress. | 核心 |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | 核心 |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | 核心 |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | 核心 |
| Coordinate placement of students with special needs into mainstream classes. | 核心 |
| Observe and evaluate students' performance, behavior, social development, and physical health. | 核心 |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | 核心 |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | 核心 |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | 核心 |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | 核心 |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 核心 |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | 核心 |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 核心 |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | 核心 |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. | 核心 |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | 核心 |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | 核心 |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | 核心 |
| Attend staff meetings and serve on committees, as required. | 核心 |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 核心 |
| Provide additional instruction in vocational areas. | 补充 |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | 补充 |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | 补充 |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | 补充 |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | 补充 |
| Provide interpretation and transcription of regular classroom materials through Braille and sign language. | 补充 |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. | 补充 |
0.03/ 3· 机器人暴露指数
尺度 · 母数 · 来源
对每项体力任务，按已实际部署、销售或演示的机器人能够完成它的环境评定 0–3 级（0 不可 · 1 围栏式机器单元、灌装线等机器人专用设施 · 2 医院药房、集装箱港口等受管理的设施 · 3 私人住宅、建筑工地等非结构化环境），再按工作时间占比求平均
以该职业 O*NET 29.3 任务中的体力任务为准
等级与时间占比由 Anthropic 使用 Claude Opus 5（网络搜索）估算（截至 2026 年）。
机器人暴露指数与本站的 AI 暴露度是不同的指标，不能相加或相互比较。该指数不代表实际采用情况或成本竞争力，0 也包括没有体力任务的职业。
每项体力任务的等级
机器人环境等级（E0–E3）
E0 机器人不可详情
评定为已实际部署、销售或演示的机器人即使在机器人专用设施中也无法完成
E1 机器人专用设施详情
评定为可在围绕机器搭建的设施中完成，例如围栏式机器单元或灌装线
E2 受管理的设施详情
评定为可在由机构按工作标准维护的人类工作设施中完成，例如医院药房或集装箱港口
E3 非结构化环境详情
评定为可在没有机构按工作标准维护的环境中完成，例如私人住宅或建筑工地
仅列出被归类为体力任务的任务；其他任务在来源中没有等级。
| 任务（O*NET 29.3） | 机器人环境等级 |
|---|---|
| Prepare materials and classrooms for class activities. | E1 机器人专用设施 |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | E0 机器人不可 |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 机器人不可 |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | E0 机器人不可 |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E0 机器人不可 |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 机器人不可 |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 机器人不可 |
职业信息
就业展望（BLS）
- 就业人数，2025
- 165K
- 预计就业人数，2035
- 165K
- 变化 (2025–35)
- -0.2%
- 年薪中位数，2025
- $74,260
- 入职通常所需学历
- Bachelor's degree
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 |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | 本职业范围更窄 | 已确认 |
| 26231 | 시각장애인 특수교육 교사 | 有重叠，但不相同 | 已确认 |
| 26232 | 청각장애인 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 secondary schoolESCO 2352.1.6范围相同
Special educational needs teachers at secondary schools provide specially-designed instruction to students on with a variety of disabilities on a secondary school level and ensure they reach their learning potential. Some special educational needs teachers at secondary 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 secondary 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.
- learning support teacherESCO 2352.1.3有重叠，但不相同
Learning support teachers assist students who have general learning difficulties. Learning support teachers focus on basic skills such as numeracy and literacy and thus teach basic subjects such as writing, reading, math and languages and they work for an educational institution such as a primary or secondary school. They support students in their school work, plan learning strategies, identify their learning needs and progress, and act accordingly. They can work in various educational set-ups and act as support for other teachers or manage their own class.
- special educational needs assistantESCO 5312.4有重叠，但不相同
Special educational needs assistants assist special education teachers in their classroom duties. They tend to the physical needs of students with a variety of disabilities and help out with tasks such as bathroom breaks, bus rides, eating and classroom switches. They also provide instructional support to students, teachers and parents and prepare lesson programmes. Special educational needs assistants supply support for students tailored to their specific needs, help out with challenging assignments and monitor students' progress and classroom behaviour.
- special educational needs itinerant teacherESCO 2352.1.4有重叠，但不相同
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.
来源: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
许可: CC BY 4.0 (EU Reuse Notice)
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 |
|---|---|---|
| K2107 | Professeur / Professeure de collège et de lycée | 本职业范围更窄暂定 |
| K2127 | Professeur / 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 |
|---|---|---|
| 2311 | Profesores 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 |
|---|---|---|
| 84134 | Lehrkräfte 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 |
| 194 | 高等学校教員 | 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