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.
- 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
Task-level exposure
非表示の作業 34 件を表示評価済みタスク 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
O*NET-SOC 2010 の職業 25-2052.00 Special Education Teachers, Kindergarten and Elementary School の作業です。当サイトが O*NET-SOC 2010→2019 公式クロスウォークによりこの職業に結び付けました
| 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 | 0.010235.8 | 0.001515.6 |
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.25-2052.00 | 0.005117.9 | 0.002829.2 |
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.25-2052.00 | 0.005017.5 | —0 |
Prepare reports on students and activities as required by administration.25-2052.00 | 0.003512.3 | —0 |
Observe and evaluate students' performance, behavior, social development, and physical health.25-2052.00 | 0.003110.9 | 0.005355.2 |
Prepare, administer, or grade tests or assignments to evaluate students' progress.25-2052.00 | 0.00165.6 | —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 |
|---|---|
Control the inventory or distribution of classroom equipment, materials, or supplies.O*NET Task ID 22335 | 1.0 |
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.O*NET Task ID 22342 | 1.0 |
Prepare assignments for teacher assistants or volunteers.O*NET Task ID 22351 | 1.0 |
Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs.O*NET Task ID 22331 | 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.O*NET Task ID 22333 | 0.5 |
Develop or implement strategies to meet the needs of students with a variety of disabilities.O*NET Task ID 22336 | 0.5 |
Interpret or transcribe classroom materials into Braille or sign language.O*NET Task ID 22341 | 0.5 |
Modify the general kindergarten education curriculum for special-needs students.O*NET Task ID 22344 | 0.5 |
Organize and display students' work in a manner appropriate for their perceptual skills.O*NET Task ID 22347 | 0.5 |
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.O*NET Task ID 22353 | 0.5 |
Prepare, administer, or grade assignments to evaluate students' progress.O*NET Task ID 22354 | 0.5 |
Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.O*NET Task ID 22355 | 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 のタスク全件（29件）
この職業の O*NET 31.0 のタスク全件（英語原文、種別はコア・補足）。露出値はこの一覧には載せず、上の表で各出典が用いた O*NET 版の文言の横にあります。
| タスク（O*NET 31.0） | 種類 |
|---|---|
| Administer standardized ability and achievement tests to kindergarten students with special needs. | コア |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | コア |
| Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs. | コア |
| 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 |
| 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 |
| Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. | コア |
| Develop or implement strategies to meet the needs of students with a variety of disabilities. | コア |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | コア |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | コア |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | コア |
| 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 |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | コア |
| 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 |
| Modify the general kindergarten education curriculum for students with disabilities. | コア |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | コア |
| Observe and evaluate students' performance, behavior, social development, and physical health. | コア |
| Organize and display students' work in a manner appropriate for their perceptual skills. | コア |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | コア |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | コア |
| Prepare assignments for teacher assistants or volunteers. | コア |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | コア |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. | コア |
| Prepare, administer, or grade assignments to evaluate students' progress. | コア |
| Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies. | コア |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | コア |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | コア |
| Control the inventory or distribution of classroom equipment, materials, or supplies. | 補足 |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | 補足 |
| Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs. | 補足 |
0.06/ 3· ロボット露出指数
尺度・母数・出典
身体的なタスクそれぞれに、実際に導入・販売・実演されたロボットがこなせる環境に応じて 0–3 の等級を付け（0 不可 · 1 フェンスで囲われた機械セルや瓶詰めラインのようなロボット専用設備 · 2 病院の薬剤部やコンテナ港のような管理された施設 · 3 一般家庭や建設現場のような非定型の環境）、勤務時間に占める割合で平均した値
この職業の O*NET 29.3 タスクのうち身体的なタスクが対象
等級と時間の割合は Anthropic が Claude Opus 5（ウェブ検索）で推定しました（2026年時点）。
ロボット露出指数は、このサイトの AI 露出度とは別の指標であり、足し合わせたり比べたりすることはできません。実際の導入やコスト競争力を示すものではなく、0 には身体的なタスクのない職業も含まれます。
身体的なタスクごとの等級
ロボット環境等級（E0–E3）
E0 ロボット不可詳細
実際に導入・販売・実演されたロボットでは、ロボット専用設備でもこなせないと評価
E1 ロボット専用設備詳細
フェンスで囲われた機械セルや瓶詰めラインのように、機械を中心に作られた設備でこなせると評価
E2 管理された施設詳細
病院の薬剤部やコンテナ港のように、機関が作業基準を保っている人の作業施設でこなせると評価
E3 非定型の環境詳細
一般家庭や建設現場のように、作業基準を保つ機関がない環境でこなせると評価
身体的なタスクに分類されたタスクのみを掲載しています。その他のタスクには出典で等級がないため載せていません。
| タスク（O*NET 29.3） | ロボット環境等級 |
|---|---|
| Control the inventory or distribution of classroom equipment, materials, or supplies. | E1 ロボット専用設備 |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | E0 ロボット不可 |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | E0 ロボット不可 |
| Interpret or transcribe classroom materials into Braille or sign language. | E0 ロボット不可 |
| Organize and display students' work in a manner appropriate for their perceptual skills. | E1 ロボット専用設備 |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | E0 ロボット不可 |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 ロボット不可 |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | E0 ロボット不可 |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | E1 ロボット専用設備 |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | E0 ロボット不可 |
職業情報
雇用見通し（BLS）
BLS 雇用予測表に SOC 25-2055 の行はありません。
韓国職業分類との対応（KSCO）
AI Changing Work が作成した Korea Occupation Direct Crosswalk v1.1 現行版の対応です。関係の値は O*NET-SOC 職業の側から読みます。
| KSCO コード | KSCO 名称 | 関係 | 状態 |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | この職業のほうが狭い | 確定 |
関係と状態の定義(kr-direct v1.1)
ILO（国際労働機関）の職業説明
以下のISCO-08職業群は、AI Changing Workが米国労働統計局（BLS）の発行するクロスウォーク（2018 SOC→2010 SOC、2010 SOC→ISCO-08）を個別の選択なしにそのまま適用して、この職業に結び付けたものです。結び付きは全体的な対応の場合も部分的な対応の場合もあります。
- ISCO-08 2352Special Needs Teachers
特殊教育の教員
出典: 総務省「国際標準職業分類（ISCO）2008年改定版（仮訳）分類項目名一覧（和英対照）」— 原著：ILO ISCO-08 © International Labour Organization（日本語訳は総務省がILOの許可を得て作成）
以下の定義・作業・職業例は、この職業ではなく、当該ISCO-08職業群についてのILOによる説明です。
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.
作業
- (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.
職業例
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 職業語彙
以下の各項目は、公開されているESCO-O*NET Crosswalk（バージョン1、2022年）で、この職業と一つずつ対応付けられたものです。対応の種類はそのクロスウォークによるもので、表現はAI Changing Workによるものです。
- early years special educational needs teacherESCO 2352.1.2範囲が同じ
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 itinerant teacherESCO 2352.1.4この職業のほうが狭い
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この職業のほうが狭い
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 coordinatorESCO 2351.4重なるが同じではない
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.
出典: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
ライセンス: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
フランス職業分類との対応（ROME）
この職業と ROME 4.0 の職業票（fiche）との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。「暫定」と表示した対応は、同じモデル系列（Claude）の二人の判定者による判定のみ、またはその判定に運営者の規則を適用して採用したものであり、確定した対応より根拠が弱くなります。
| ROME コード | ROME 名称（フランス語） | 関係 |
|---|---|---|
| K2106 | Professeur / Professeure des écoles | 関連（対応ではない）暫定 |
| K2127 | Professeur / Professeure d'enseignement général pour déficients sensoriels | 関連（対応ではない）暫定 |
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)
スペイン職業分類との対応（CNO-11）
この職業と CNO-11 の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| CNO-11 コード | CNO-11 名称（スペイン語） | 関係 |
|---|---|---|
| 2311 | Profesores de educación especial | この職業のほうが狭い |
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)
ドイツ職業分類との対応（KldB）
この職業と KldB の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| KldB コード | KldB 名称（ドイツ語） | 関係 |
|---|---|---|
| 84134 | Lehrkräfte an Förderschulen - hoch komplexe Tätigkeiten | この職業のほうが狭い暫定 |
| 83133 | Berufe in Heilerziehungspflege und Sonderpädagogik - komplexe Spezialistentätigkeiten | 関連（対応ではない）暫定 |
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)
日本職業分類との対応（JSCO）
この職業と JSCO の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| JSCO コード | JSCO 名称（日本語） | 関係 |
|---|---|---|
| 196 | 特別支援学校教員 | 関連（対応ではない） |
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)
このページのデータの出典・ライセンスと AI Changing Work による改変・翻訳の告知：クレジットと出典