Assist students with special educational needs.

Assist students with special educational needs. is a detailed work activity in O*NET — a concrete unit of work shared across 18 occupations and seen in 21 occupation-specific tasks. It rolls up into the broader work activity Assist individuals with special needs. in Assisting and Caring for Others .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 21 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 3 (14%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. · Special Education Teachers, Elementary School · importance 4.7 · no direct exposure
• Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition. · Adapted Physical Education Specialists · importance 4.7 · no direct exposure
• Provide assistance to students with special needs. · Teaching Assistants, Special Education · importance 4.5 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. · Substitute Teachers, Short-Term · importance 4.5 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Kindergarten Teachers, Except Special Education · importance 4.3 · no direct exposure
• Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support. · Special Education Teachers, Middle School · importance 4.2 · exposure with tools
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Elementary School Teachers, Except Special Education · importance 4.2 · no direct exposure
• Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. · Special Education Teachers, Preschool · importance 4.2 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Teaching Assistants, Special Education · importance 4.2 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Career/Technical Education Teachers, Middle School · importance 4.0 · no direct exposure
• Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Special Education Teachers, Secondary School · importance 4.0 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Preschool Teachers, Except Special Education · importance 4.0 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Career/Technical Education Teachers, Secondary School · importance 4.0 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 3.9 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.9 · no direct exposure
• Communicate with students who use an alternative method of communications, using sign language or computer technology. · Speech-Language Pathologists · importance 3.8 · exposure with tools
• Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · Special Education Teachers, Middle School · importance 3.8 · no direct exposure
• Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.6 · no direct exposure
• Use computer applications to identify or assist with communication disabilities. · Speech-Language Pathologists · importance 3.6 · exposure with tools
• Assist children with disabilities or children with psychological, emotional, or behavioral issues with boarding and exiting the school bus. · School Bus Monitors · no direct exposure
• Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. · Special Education Teachers, Kindergarten · no direct exposure

Occupations that perform this

• Special Education Teachers, Elementary School
• Adapted Physical Education Specialists
• Teaching Assistants, Special Education
• Substitute Teachers, Short-Term
• Kindergarten Teachers, Except Special Education
• Special Education Teachers, Middle School
• Elementary School Teachers, Except Special Education
• Special Education Teachers, Preschool
• Career/Technical Education Teachers, Middle School
• Preschool Teachers, Except Special Education
• Special Education Teachers, Secondary School
• Career/Technical Education Teachers, Secondary School
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Middle School Teachers, Except Special and Career/Technical Education
• Speech-Language Pathologists
• Secondary School Teachers, Except Special and Career/Technical Education
• Special Education Teachers, Kindergarten
• School Bus Monitors

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-assist-students-with-special-educational-needs,
  title  = {Assist students with special educational needs.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/assist-students-with-special-educational-needs}
}