Develop strategies or programs for students with special needs.

Develop strategies or programs for students with special needs. is a detailed work activity in O*NET — a concrete unit of work shared across 17 occupations and seen in 32 occupation-specific tasks. It rolls up into the broader work activity Develop educational programs, plans, or procedures. in Thinking Creatively .

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 32 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 23 (72%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 8 of these tasks, with a mean mapped-usage share of 0.019% per task.

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.

• 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. · Special Education Teachers, Elementary School · importance 4.9 · no direct exposure
• Develop or implement strategies to meet the needs of students with a variety of disabilities. · Special Education Teachers, Elementary School · importance 4.8 · exposure with tools
• Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. · Special Education Teachers, Preschool · importance 4.7 · no direct exposure
• Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development. · Special Education Teachers, Preschool · importance 4.6 · exposure with tools
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs). · Special Education Teachers, Preschool · importance 4.6 · exposure with tools
• Coordinate placement of students with special needs into mainstream classes. · Special Education Teachers, Elementary School · importance 4.6 · exposure with tools
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. · Special Education Teachers, Secondary School · importance 4.5 · exposure with tools
• Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. · Special Education Teachers, Middle School · importance 4.5 · exposure with tools
• Develop or implement strategies to meet the needs of students with a variety of disabilities. · Special Education Teachers, Preschool · importance 4.5 · no direct exposure
• Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. · Special Education Teachers, Secondary School · importance 4.5 · no direct exposure
• Prepare and implement remedial programs for students requiring extra help. · Kindergarten Teachers, Except Special Education · importance 4.5 · exposure with tools
• Prepare and implement remedial programs for students requiring extra help. · Elementary School Teachers, Except Special Education · importance 4.3 · exposure with tools
• Coordinate placement of students with special needs into mainstream classes. · Special Education Teachers, Middle School · importance 4.3 · exposure with tools
• Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. · Special Education Teachers, Middle School · importance 4.3 · exposure with tools
• Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. · Special Education Teachers, Secondary School · importance 4.3 · exposure with tools
• Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. · Special Education Teachers, Middle School · importance 4.2 · no direct exposure
• Coordinate placement of students with special needs into mainstream classes. · Special Education Teachers, Preschool · importance 4.2 · no direct exposure
• Coordinate placement of students with special needs into mainstream classes. · Special Education Teachers, Secondary School · importance 4.1 · exposure with tools
• Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities. · Adapted Physical Education Specialists · importance 4.1 · exposure with tools
• Prepare and implement remedial programs for students requiring extra help. · Preschool Teachers, Except Special Education · importance 4.1 · exposure with tools
• Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. · Teaching Assistants, Special Education · importance 4.0 · no direct exposure
• Prepare and implement remedial programs for students requiring extra help. · Career/Technical Education Teachers, Middle School · importance 3.9 · exposure with tools
• Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students. · Tutors · importance 3.8 · exposure with tools
• 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
• Prepare and implement remedial programs for students requiring extra help. · Career/Technical Education Teachers, Secondary School · importance 3.7 · exposure with tools
• Prepare and implement remedial programs for students requiring extra help. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.7 · exposure with tools
• Prepare and implement remedial programs for students requiring extra help. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 3.7 · exposure with tools
• Prepare and implement remedial programs for students requiring extra help. · Self-Enrichment Teachers · importance 3.6 · exposure with tools
• Use computer applications to identify or assist with communication disabilities. · Speech-Language Pathologists · importance 3.6 · exposure with tools
• Develop or implement strategies to meet the needs of students with a variety of disabilities. · Special Education Teachers, Kindergarten · exposure with tools
• Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. · Special Education Teachers, Kindergarten · no direct exposure
• 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. · Special Education Teachers, Kindergarten · no direct exposure

Occupations that perform this

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

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
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

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

@misc{singulariki-develop-strategies-or-programs-for-students-with-special-needs,
  title  = {Develop strategies or programs for students with special needs.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/develop-strategies-or-programs-for-students-with-special-needs}
}