Low Vision Therapists, Orientation and Mobility Specialists, and Vision Rehabilitation Therapists
Healthcare Practitioners and Technical Occupations- O*NET-SOC 代码
- 29-1122.01
Provide therapy to patients with visual impairments to improve their functioning in daily life activities. May train patients in activities such as computer use, communication skills, or home management skills.
- 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
0.008
0.000此处所载数值的范围0.745职业群单位数值
尺度 · 母数 · 来源
- 数据来源: ILO发布时间: 2025
0.20
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 11 项工作已评分任务 21 项 · β ≥ 0.5 的任务 10 项（47.6%）
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
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 |
|---|---|
Participate in professional development activities, such as reading literature, continuing education, attending conferences, and collaborating with colleagues.O*NET Task ID 17339 | 1.0 |
Write reports or complete forms to document assessments, training, progress, or follow-up outcomes.O*NET Task ID 17349 | 1.0 |
Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice.O*NET Task ID 17337 | 0.5 |
Provide consultation, support, or education to groups such as parents and teachers.O*NET Task ID 17338 | 0.5 |
Design instructional programs to improve communication, using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs).O*NET Task ID 17341 | 0.5 |
Administer tests and interpret test results to develop rehabilitation plans for clients.O*NET Task ID 17343 | 0.5 |
Train clients to read or write Braille.O*NET Task ID 17344 | 0.5 |
Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals.O*NET Task ID 17350 | 0.5 |
Identify visual impairments related to basic life skills in areas such as self care, literacy, communication, health management, home management, and meal preparation.O*NET Task ID 17353 | 0.5 |
Recommend appropriate mobility devices or systems, such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs).O*NET Task ID 17355 | 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®, Eloundou et al. (2023): see full notices on the Credits page
O*NET 31.0 全部任务（21 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 |
|---|---|
| Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches. | 核心 |
| Refer clients to services, such as eye care, health care, rehabilitation, and counseling, to enhance visual and life functioning or when condition exceeds scope of practice. | 核心 |
| Provide consultation, support, or education to groups such as parents and teachers. | 核心 |
| Participate in professional development activities, such as reading literature, continuing education, attending conferences, and collaborating with colleagues. | 核心 |
| Obtain, distribute, or maintain low vision devices. | 核心 |
| Design instructional programs to improve communication, using devices such as slates and styluses, braillers, keyboards, adaptive handwriting devices, talking book machines, digital books, and optical character readers (OCRs). | 核心 |
| Collaborate with specialists, such as rehabilitation counselors, speech pathologists, and occupational therapists, to provide client solutions. | 核心 |
| Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises. | 核心 |
| Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information. | 核心 |
| Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices. | 核心 |
| Monitor clients' progress to determine whether changes in rehabilitation plans are needed. | 核心 |
| Write reports or complete forms to document assessments, training, progress, or follow-up outcomes. | 核心 |
| Develop rehabilitation or instructional plans collaboratively with clients, based on results of assessments, needs, and goals. | 核心 |
| Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | 核心 |
| Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | 核心 |
| Identify visual impairments related to basic life skills in areas such as self care, literacy, communication, health management, home management, and meal preparation. | 核心 |
| Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management. | 核心 |
| Recommend appropriate mobility devices or systems, such as human guides, dog guides, long canes, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | 核心 |
| Teach self-advocacy skills to clients. | 核心 |
| Administer tests and interpret test results to develop rehabilitation plans for clients. | 补充 |
| Train clients to read or write Braille. | 补充 |
0.00/ 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 |
|---|---|
| Teach cane skills, including cane use with a guide, diagonal techniques, and two-point touches. | E0 机器人不可 |
| Obtain, distribute, or maintain low vision devices. | E0 机器人不可 |
| Teach clients to travel independently, using a variety of actual or simulated travel situations or exercises. | E0 机器人不可 |
| Train clients to use tactile, auditory, kinesthetic, olfactory, and proprioceptive information. | E0 机器人不可 |
| Train clients to use adaptive equipment, such as large print, reading stands, lamps, writing implements, software, and electronic devices. | E0 机器人不可 |
| Assess clients' functioning in areas such as vision, orientation and mobility skills, social and emotional issues, cognition, physical abilities, and personal goals. | E0 机器人不可 |
| Train clients with visual impairments to use mobility devices or systems, such as human guides, dog guides, electronic travel aids (ETAs), and other adaptive mobility devices (AMDs). | E0 机器人不可 |
| Teach independent living skills or techniques, such as adaptive eating, medication management, diabetes management, and personal management. | E0 机器人不可 |
| Administer tests and interpret test results to develop rehabilitation plans for clients. | E0 机器人不可 |
职业信息
就业展望（BLS）
这些数值属于整个 SOC 29-1122 组（Occupational therapists），并非仅属于该 O*NET 职业。
- 就业人数，2025
- 170K
- 预计就业人数，2035
- 195K
- 变化 (2025–35)
- +14.8%
- 年薪中位数，2025
- $100,330
- 入职通常所需学历
- Master'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 |
|---|---|---|---|
| 24699 | 그 외 치료‧재활사 및 의료기사 | 相关，但不对应 | 已确认 |
| 26231 | 시각장애인 특수교육 교사 | 相关，但不对应 | 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 2269Health Professionals Not Elsewhere Classified
其他未列明的卫生专业人员
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。
This unit group covers health professionals not classified elsewhere in Sub-major Group 22: Health Professionals. For instance, the group includes occupations such as podiatrist, occupational therapist, recreational therapist, chiropractor, osteopath and other professionals providing diagnostic, preventive, curative and rehabilitative health services.
任务
- In such cases tasks would include -
- (a) interviewing patients and conducting diagnostic tests to determine their health status, functional limitations, and the nature of physical or mental disorders, illnesses or other health problems;
- (b) developing and implementing treatment plans for injuries, illnesses and other physical and mental impairments;
- (c) evaluating and documenting patients' progress through treatment plans, and referring patients and families to medical doctors or other health care providers for specialized, rehabilitative or other care services as needed;
- (d) administering therapeutic care and treatment to patients, including through application of manual and physical chiropractic and osteopathic techniques;
- (e) recommending environmental adaptations in the home, leisure, work and school environments on an individual or group basis to enable individuals with functional limitations to perform their daily activities and occupations;
- (f) planning and implementing therapeutic programmes on an individual and group basis for improving and maintaining physical, cognitive, emotional and social functioning, including through the use of arts and crafts, dance and movement, music and other recreational activities;
- (g) identifying and prescribing treatments for conditions affecting the foot, ankle and related structures of the leg due to illness, disease or other physical impairment, and prescribing corrective footwear and advising on foot care to manage foot ailments;
- (h) performing minor surgical procedures such as on the foot and ankles.
职业示例
Arts therapist · Chiropractor · Dance and movement therapist · Occupational therapist · Osteopath · Podiatrist · Recreational therapist
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。
- occupational therapy assistantESCO 2269.5本职业范围更宽
Occupational therapy assistants support occupational therapists by working with people and communities to enhance their ability to engage in the occupations they want to, need to, or are expected to do, or by modifying the occupation or the environment to better support their occupational engagement. They work under the supervision of an occupational therapist.
- rehabilitation support workerESCO 2635.3.22有重叠，但不相同
Rehabilitation support workers provide counselling to individuals dealing with birth defects or with major consequences caused by diseases, accidents, and burnouts. They help them to cope with personal, social and vocational issues. They assess the personal needs of clients, develop rehabilitation plans, get involved in the training, and help people undergoing a rehabilitation plan with job placement.
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 |
|---|---|---|
| K1301 | Educateur / Educatrice en locomotion | 本职业范围更窄暂定 |
| J1407 | Orthoptiste | 相关，但不对应暂定 |
| 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 |
|---|---|---|
| 2156 | Terapeutas ocupacionales | 相关，但不对应 |
| 2159 | Profesionales de la salud no clasificados bajo otros epígrafes | 相关，但不对应 |
| 2311 | Profesores de educación especial | 相关，但不对应 |
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 |
|---|---|---|
| 83133 | Berufe in Heilerziehungspflege und Sonderpädagogik - komplexe Spezialistentätigkeiten | 相关，但不对应 |
| 83134 | Berufe in Heilerziehungspflege und Sonderpädagogik - hoch komplexe Tätigkeiten | 相关，但不对应 |
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 |
|---|---|---|
| 145 | 視能訓練士，言語聴覚士 | 相关，但不对应 |
| 162 | 福祉施設指導専門員 | 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