Special Education Teachers, Kindergarten
Educational Instruction and Library Occupations- O*NET-SOC コード
- 25-2055.00
Teach academic, social, and life skills to kindergarten 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.
職業名とタスク記述は、公表された英語のまま表示します。ラベル（タスクの種類を含む）は翻訳しています。
AI露出度
- データ出典: ILO公表時点: 2025
0.28
0.09ここに掲載された値の範囲0.70職業群単位の値
尺度・母数・出典
生成AI露出度指数、公開されたまま0–1
ISCO-08の細分類（4桁）単位で公表された値です。米国労働統計局（BLS）の公式対応表（ISCO-08→2010 SOC、2010 SOC→2018 SOC）を公表どおり適用してこの職業に結び付けており、対応は全部または一部です
- データ出典: OpenAI公表時点: 2023
0.350
0.000ここに掲載された値の範囲0.844尺度・母数・出典
AI 曝露度（OpenAI ルーブリック）
評価済みタスク 30 件 · β ≥ 0.5 のタスク 12 件（40.0%）
β = 直接的な露出（E1）+ 0.5 × ツール利用時の露出（E2）。原典リポジトリの定義に従います。
- 原典の単位：O*NET 27.2 のタスク → O*NET 31.0 の職業コード
- 評価済みタスクのうち 1 件は O*NET 31.0 のタスク一覧になく、O*NET 27.2 基準で公表されたスコアをそのまま残しています。
- 出典
- OpenAI "GPTs are GPTs" exposure rubric
- 版
- gh-main-0471612
- ライセンス
- MIT License, Copyright (c) 2024 OpenAI
タスク
O*NET® 31.0 Database のタスク記述です。コアタスクを先に表示します。
| タスク | 種類 | β（OpenAI） |
|---|---|---|
| Administer standardized ability and achievement tests to kindergarten students with special needs. | コア | 0 |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | コア | 0 |
| Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs. | コア | 0.5 |
| Confer with other staff members to plan, schedule, or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | コア | 0 |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. | コア | 0.5 |
| Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. | コア | 0 |
| Develop or implement strategies to meet the needs of students with a variety of disabilities. | コア | 0.5 |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | コア | 0 |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | コア | 0 |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | コア | 0 |
| 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. | コア | 0 |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | コア | 1 |
| 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. | コア | 0 |
| Modify the general kindergarten education curriculum for students with disabilities. | コア | 0.5 |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | コア | 0 |
| Observe and evaluate students' performance, behavior, social development, and physical health. | コア | 0 |
| Organize and display students' work in a manner appropriate for their perceptual skills. | コア | 0.5 |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | コア | 0 |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | コア | 0 |
| Prepare assignments for teacher assistants or volunteers. | コア | 1 |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | コア | 0 |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. | コア | 0.5 |
| Prepare, administer, or grade assignments to evaluate students' progress. | コア | 0.5 |
| Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies. | コア | 0.5 |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | コア | 0 |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | コア | 0 |
| Control the inventory or distribution of classroom equipment, materials, or supplies. | 補足 | 1 |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | 補足 | 0 |
| Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs. | 補足 | 0 |
職業情報
出典と帰属表示
This page includes information from the O*NET® 31.0 Database (https://www.onetcenter.org/database.html) by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license (https://creativecommons.org/licenses/by/4.0/). O*NET® is a trademark of USDOL/ETA. AI Changing Work has modified all or some of this information: the O*NET-SOC code, title and task statements are reproduced in English without change; task-type labels are shown in the page's language and tasks are listed core first; any Korean occupation title shown on the Korean-language page is AI Changing Work's translation; any KSCO-8 unit groups linked to this occupation were paired with it by AI Changing Work's judgment, and the relation labels and statuses are AI Changing Work's additions. USDOL/ETA has not approved, endorsed, or tested these modifications.
Any AI exposure figures on this page are published by third parties, not by AI Changing Work, and none is part of the O*NET information. OpenAI publishes task-level scores (MIT License) for O*NET 27.2 task statements; each is shown next to the O*NET 31.0 task statement with the same task ID, whose wording can differ from the 27.2 statement that was scored. OpenAI also publishes occupation-level scores for O*NET-SOC codes in the same release, and any such score is shown on the O*NET occupation with the same code. Anthropic publishes an observed exposure index in the Anthropic Economic Index (CC-BY), and the U.S. Bureau of Labor Statistics publishes relative AI exposure categories (public domain); both are published per SOC code, and each value is shown on every O*NET occupation with that code. The International Labour Organization publishes a generative AI exposure index in ILO Working Paper 140 (CC BY 4.0) for ISCO-08 unit groups; AI Changing Work links those groups to O*NET occupations by applying the U.S. Bureau of Labor Statistics ISCO-08 to 2010 SOC and 2010 SOC to 2018 SOC crosswalks as published, without case-by-case selection, and these crosswalks match many groups only in part. Where several unit groups are linked, each group's published value is listed, and any summary shows only the lowest and highest of those values with the number of groups; no exposure figure is averaged or recalculated. Any employment figures are published by the U.S. Bureau of Labor Statistics for the SOC group containing this occupation. Each source is credited where its figures are shown.
O*NET OnLine: 25-2055.00 Special Education Teachers, Kindergarten
KSCO 코드·명칭: 한국표준직업분류(제8차 개정) — 통계청 고시 제2024-328호 (2024-07-01 고시, 2025-01-01 시행). 저작권법 제7조 제2호의 고시 항목이다. 명칭 표기(가운뎃점·띄어쓰기)는 해설서 2차 정오 반영판의 표기를 따랐으며, 고시 항목표와는 18개 명칭에서 가운뎃점 글리프나 띄어쓰기만 다르다. 통계청은 2025년 10월 국가데이터처로 개편되었다. 이 페이지의 KSCO 연결은 통계청·국가데이터처의 공식 연계표가 아니다.