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
βE1 + 0.5 × E2
Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.Details
O*NET Task ID 22360
1.0
Establish and communicate clear objectives for all lessons, units, and projects to students.Details
O*NET Task ID 22367
1.0
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.Details
O*NET Task ID 22374
1.0
Administer standardized ability and achievement tests to elementary students with special needs.Details
O*NET Task ID 22359
0.5
Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.Details
O*NET Task ID 22361
0.5
Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.Details
O*NET Task ID 22362
0.5
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.Details
O*NET Task ID 22363
0.5
Coordinate placement of students with special needs into mainstream classes.Details
O*NET Task ID 22364
0.5
Develop or implement strategies to meet the needs of students with a variety of disabilities.Details
O*NET Task ID 22365
0.5
Interpret the results of standardized tests to determine students' strengths and areas of need.Details
O*NET Task ID 22373
0.5
Modify the general elementary education curriculum for special-needs students.Details
O*NET Task ID 22376
0.5
Observe and evaluate students' performance, behavior, social development, and physical health.Details
O*NET Task ID 22378
0.5
Organize and display students' work in a manner appropriate for their perceptual skills.Details
O*NET Task ID 22379
0.5
Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Details
O*NET Task ID 22381
0.5
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.Details
O*NET Task ID 22384
0.5
Prepare, administer, or grade tests or assignments to evaluate students' progress.Details
O*NET Task ID 22385
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
职业信息
国际劳工组织（ILO）职业说明
Special 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。
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
Adult literacy teachers instruct adult students, including recent immigrants and early school leavers, in basic reading and writing skills, usually on primary school level. Adult literacy teachers involve the students in the planning and executing of their reading activities, and assess and evaluate them individually through assignments and examinations.
special educational needs teacher secondary schoolESCO 2352.1.6
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.
teacher of talented and gifted studentsESCO 2352.2
Talented and gifted students co-ordinators ensure suitable education is provided to talented and gifted students, commonly children and young adults, on various levels. They oversee the implementation of the school's gifted policy, monitor the students’ progress, and suggest extra activities to stretch and stimulate.
learning support teacherESCO 2352.1.3
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 itinerant teacherESCO 2352.1.4
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 teacherESCO 2352.1
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.
early years special educational needs teacherESCO 2352.1.2
Early years special educational needs teachers provide specially-designed instruction to students with a variety of disabilities on a kindergarten level and ensure they reach their learning potential. Some early years special educational needs teachers work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other early years special educational needs teachers assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic literacy and life 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 teacher primary schoolESCO 2352.1.5
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.
来源:European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
ESCO reuse terms and the modification notice are in Credits.
Shown in the original Korean. This dataset is published under KOGL Type 4, which prohibits derivative works including translation, so the text is reproduced unaltered.
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The KNOW occupations and KECO codes listed here were linked to this page's occupation by this site; this is not a correspondence defined by the Korea Employment Information Service or the Ministry of Employment and Labor.
