# Special Education Teachers, Kindergarten

> 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.
- **Entity Type:** role
- **Schema Version:** role.v1
- **Soc Code:** 25-2055.00
- **Summary:** 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.

## Aliases

- Emotional Disabilities Teacher
- Learning Support Teacher
- Resource Program Teacher
- Special Education Inclusion Teacher
- Hearing Impaired Itinerant Teacher (HI Itinerant Teacher)
- Special Education Resource Teacher
- Academic Interventionist
- Adapted Physical Education Teacher
- Behavior Specialist
- Blind Teacher
- Braille Teacher
- Cross-Categorical Special Education Teacher

## Tasks

| Text | Type | Iwa |
| --- | --- | --- |
| Administer standardized ability and achievement tests to kindergarten students with special needs. | n/a | 4.A.2.a.1.c |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | n/a | 4.A.2.b.3.a |
| Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs. | n/a | 4.A.4.a.2.f |
| 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. | n/a | 4.A.4.a.2.f |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. | n/a | 4.A.4.a.2.f |
| Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. | n/a | 4.A.4.a.2.c |
| Control the inventory or distribution of classroom equipment, materials, or supplies. | n/a | 4.A.4.c.3.a |
| Develop or implement strategies to meet the needs of students with a variety of disabilities. | n/a | 4.A.2.b.2.l |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | n/a | 4.A.2.b.2.l |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | n/a | 4.A.2.b.2.e |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | n/a | 4.A.1.a.2.f |
| 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. | n/a | 4.A.2.b.2.l |

## Emerging Tasks


## Activities

| Name | Iwa |
| --- | --- |
| Administer tests to assess educational needs or progress. | 4.A.2.a.1.c |
| Attend training sessions or professional meetings to develop or maintain professional knowledge. | 4.A.2.b.3.a |
| Collaborate with other teaching professionals to develop educational programs. | 4.A.4.a.2.f |
| Discuss problems or issues with supervisors. | 4.A.4.a.2.c |
| Discuss student progress with parents or guardians. | 4.A.4.b.6.g |
| Maintain inventories of materials, equipment, or products. | 4.A.4.c.3.a |
| Distribute instructional or library materials. | 4.A.4.c.3.c |
| Develop strategies or programs for students with special needs. | 4.A.2.b.2.l |
| Establish rules or policies governing student behavior. | 4.A.2.b.2.e |
| Monitor student performance. | 4.A.1.a.2.f |
| Teach others to use technology or equipment. | 4.A.4.b.3.e |
| Modify teaching methods or materials to accommodate student needs. | 4.A.3.b.6.l |
| Maintain student records. | 4.A.3.b.6.h |
| Direct activities of subordinates. | 4.A.4.b.4.a |
| Monitor student behavior, social development, or health. | 4.A.1.a.2.f |
| Evaluate student work. | 4.A.2.a.1.c |
| Display student work. | 4.A.3.a.2.af |
| Plan educational activities. | 4.A.2.b.2.l |
| Supervise school or student activities. | 4.A.1.a.2.f |
| Plan experiential learning activities. | 4.A.2.b.2.l |
| Develop instructional materials. | 4.A.3.b.6.l |
| Set up classroom materials or equipment. | 4.A.3.a.2.af |
| Develop instructional objectives. | 4.A.2.b.2.l |
| Prepare tests. | 4.A.2.a.1.c |
| Create technology-based learning materials. | 4.A.3.b.6.l |
| Assist students with special educational needs. | 4.A.4.a.5.i |
| Teach life skills. | 4.A.4.b.3.a |
| Tutor students who need extra assistance. | 4.A.4.b.3.b |

## Capabilities


## Skills

| Name | Type |
| --- | --- |
| Microsoft Word | Common Skill |
| Microsoft PowerPoint | Common Skill |
| Microsoft Outlook | Common Skill |
| Microsoft Excel | Common Skill |
| Email Software | Specialized Skill |
| Presentation Software | Specialized Skill |

## Tools

| Example | Category | Hot | In Demand |
| --- | --- | --- | --- |
| Microsoft Excel | Spreadsheet software | yes | no |
| Microsoft Office software | Office suite software | yes | no |
| Microsoft Outlook | Electronic mail software | yes | no |
| Microsoft PowerPoint | Presentation software | yes | no |
| Microsoft Word | Word processing software | yes | no |
| American Sign Language Browser | Data base user interface and query software | no | no |
| Children's educational software | Computer based training software | no | no |
| Drawing software | Graphics or photo imaging software | no | no |
| EasyCBM | Computer based training software | no | no |
| Email software | Electronic mail software | no | no |
| goQ WordQ | Voice recognition software | no | no |
| Individualized Educational Program IEP software | Data base user interface and query software | no | no |
| Nuance Dragon NaturallySpeaking | Voice recognition software | no | no |
| Rethink Ed | Computer based training software | no | no |
| Scientific Learning Fast ForWord | Computer based training software | no | no |
| Screen magnification software | Device drivers or system software | no | no |
| Screen reader software | Device drivers or system software | no | no |
| Synapse outSPOKEN | Device drivers or system software | no | no |
| The vOICe Learning Edition | Device drivers or system software | no | no |
| Voice activated software | Voice recognition software | no | no |
| Web browser software | Internet browser software | no | no |

## Work Context


## Preparation

- **Job Zone:** 4
- **Job Zone Name:** Job Zone Four: Considerable Preparation Needed
- **Education:** Most of these occupations require a four-year bachelor's degree, but some do not.
- **Experience:** A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
- **Svp Range:** (7.0 to < 8.0)

### Education Distribution


## Person Fit

| Name | Family | Value |
| --- | --- | --- |
| Integrity | work_style | 10 |
| Cooperation | work_style | 9 |
| Social Orientation | work_style | 8 |
| Social | career_interest_type | 7 |
| Self-Control | work_style | 7 |
| Teaching/Education | specific_interest_area | 6.81 |
| Social Service | specific_interest_area | 6.66 |
| Stress Tolerance | work_style | 6 |
| Empathy | work_style | 5 |
| Professional Advising | specific_interest_area | 4.15 |
| Adaptability | work_style | 4 |
| Investigative | career_interest_type | 3.8 |
| Conventional | career_interest_type | 3.67 |
| Artistic | career_interest_type | 3.65 |
| Perseverance | work_style | 3 |
| Social Science | specific_interest_area | 2.8 |

## Related Roles

| Soc Code | Slug | Title | Tier |
| --- | --- | --- | --- |
| 25-2056.00 | role-25-2056-00 | Special Education Teachers, Elementary School | Primary-Short |
| 25-2057.00 | role-25-2057-00 | Special Education Teachers, Middle School | Primary-Short |
| 25-2051.00 | role-25-2051-00 | Special Education Teachers, Preschool | Primary-Short |
| 25-2058.00 | role-25-2058-00 | Special Education Teachers, Secondary School | Primary-Short |
| 25-3011.00 | role-25-3011-00 | Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors | Primary-Short |
| 25-9043.00 | role-25-9043-00 | Teaching Assistants, Special Education | Primary-Long |
| 25-2059.01 | role-25-2059-01 | Adapted Physical Education Specialists | Primary-Long |
| 25-2012.00 | role-25-2012-00 | Kindergarten Teachers, Except Special Education | Primary-Long |
| 25-2021.00 | role-25-2021-00 | Elementary School Teachers, Except Special Education | Primary-Long |
| 25-3041.00 | role-25-3041-00 | Tutors | Primary-Long |
| 25-2031.00 | role-25-2031-00 | Secondary School Teachers, Except Special and Career/Technical Education | Supplemental |
| 25-1081.00 | role-25-1081-00 | Education Teachers, Postsecondary | Supplemental |

## Career Clusters


## Study Programs

| Title | Slug |
| --- | --- |
| Education | education |

## Market


## Industries


### Top


### Concentrated


## Ai Signals


## Ai Outlook


### Index

- **Value:** 38
- **Percentile:** 36
- **Band:** Moderate
- **Version:** ai-exposure-index-v1

#### Components

| Percentile | Source |
| --- | --- |
| 38 | openai_gpts_are_gpts |
- **Component Count:** 1

### Exposure

| Source | Label | Value | Percentile | Band | Note |
| --- | --- | --- | --- | --- | --- |
| eloundou_gamma | LLM task exposure, γ (OpenAI / Eloundou) | 0.4 | 38 | Moderate | Share of this job's tasks where a large language model plus simple tools could cut the time to do them by at least half. γ is capped at 1.0 and many jobs reach that ceiling, so treat a top score as 'in the top group', not a precise rank. |

### Eloundou

- **Alpha:** 0.1
- **Beta:** 0.25
- **Gamma:** 0.4

### Usage Tasks

| Task | Usage Percent |
| --- | --- |
| Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies. | 0.01879552522708692 |
| Observe and evaluate students' performance, behavior, social development, and physical health. | 0.01766573955769918 |
| Organize and display students' work in a manner appropriate for their perceptual skills. | 0.011400564482003541 |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | 0.0034920647962893734 |
| Interpret or transcribe classroom materials into Braille or sign language. | 0.003286649220037057 |
- **Usage Release:** 2026-01-15-v4-plus-2025-03-27-v2

### Sources

| Source | Version |
| --- | --- |
| openai_gpts_are_gpts | gpts-are-gpts |

## Counts

- **Tasks:** 30
- **Skills:** 6
- **Capabilities:** 0
- **Tools:** 21
- **Related Roles:** 20

## Source

- **Dataset:** gold.onet_role_starter_surface
- **Version:** 30.3
- **Generated At:** 2026-06-02T21:00:32.945303+00:00
- **Content Hash:** 455425cdf42f78ca