# Special Education Teachers, Preschool

> Teach academic, social, and life skills to preschool-aged 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.

- **SOC code:** 25-2051.00
- **Canonical URL:** https://singulariki.com/roles/role-25-2051-00
- **Also known as:** Early Childhood Special Education Teacher (ECSE Teacher), Resource Teacher, Special Education Teacher, Teacher, Early Intervention Teacher, Exceptional Student Education Teacher (ESE Teacher), Handicapped Teacher, Preschool Special Education Teacher
- **Frame:** "AI exposure" means task overlap (how codifiable the work is), not jobs lost or a forecast. Every figure below is traced to a named public dataset.

## What this work is

**Core tasks** (O*NET):
- Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
- Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
- Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.
- Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.
- Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.
- Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).
- Teach students personal development skills, such as goal setting, independence, or self-advocacy.
- Develop or implement strategies to meet the needs of students with a variety of disabilities.
- Observe and evaluate students' performance, behavior, social development, and physical health.
- Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
- Administer tests to help determine children's developmental levels, needs, or potential.
- Establish and enforce rules for behavior and procedures for maintaining order among students.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- English Language _(knowledge)_
- Education and Training _(knowledge)_
- Speaking _(essential_skill)_
- Oral Expression _(ability)_
- Active Listening _(essential_skill)_
- Oral Comprehension _(ability)_
- Written Comprehension _(ability)_
- Problem Sensitivity _(ability)_
- Speech Clarity _(ability)_
- Reading Comprehension _(essential_skill)_
- Critical Thinking _(essential_skill)_
- Social Perceptiveness _(transferable_skill)_

**Skills in demand:**
- English Language _(Common Skill)_
- Active Listening _(Common Skill)_
- Social Perceptiveness _(Common Skill)_
- Reading Comprehension _(Common Skill)_
- Deductive Reasoning _(Common Skill)_
- Critical Thinking _(Common Skill)_
- Psychology _(Specialized Skill)_
- Writing _(Common Skill)_
- Learning Strategies _(Specialized Skill)_
- Inductive Reasoning _(Common Skill)_
- Instructing _(Specialized Skill)_
- Active Learning _(Common Skill)_

**Tools & technology:**
- Microsoft Excel _(hot technology)_
- Microsoft Office software _(hot technology)_
- Microsoft Outlook _(hot technology)_
- Microsoft PowerPoint _(hot technology)_
- Microsoft Word _(hot technology)_
- American Sign Language Browser
- Children's educational software
- Drawing software
- Email software
- Screen magnification software
- Screen reader software
- Web browser software

## AI exposure & outlook

- **AI task-overlap index:** 50th percentile (Moderate) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 58th percentile (Moderate) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 31st percentile (Low) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 60th percentile (Moderate) — source: microsoft_applicability.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** 1.4% growth (About average); 2.1k annual openings; 29.3k → 29.7k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $62,190; 28,200 employed.

## How people actually use AI here

Anthropic Economic Index — measured AI conversations mapped to this occupation's tasks:

- **Automation vs augmentation:** 49% automation, 40% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** directive.

**Tasks most handed to AI here:**
- Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or requirements. _(2.1% of measured AI use; directive)_
- Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. _(0.8% of measured AI use; learning)_
- Present information in audio-visual or interactive formats, using computers, television, audio-visual aids, or other equipment, materials, or technologies. _(0.6% of measured AI use; directive)_
- Prepare reports on students and activities as required by administration. _(0.5% of measured AI use; directive)_
- Observe and evaluate students' performance, behavior, social development, and physical health. _(0.4% of measured AI use; directive)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or requirements.
- Help me teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
- Help me present information in audio-visual or interactive formats, using computers, television, audio-visual aids, or other equipment, materials, or technologies.
- Help me prepare reports on students and activities as required by administration.
- Help me observe and evaluate students' performance, behavior, social development, and physical health.

## Sources

- **O*NET** (30.3) — U.S. Department of Labor / National Center for O*NET Development. https://www.onetcenter.org/database.html
- **BLS Occupational Employment and Wage Statistics (OEWS)** (May 2024) — U.S. Bureau of Labor Statistics. https://www.bls.gov/oes/
- **BLS Employment Projections** (2024–2034) — U.S. Bureau of Labor Statistics. https://www.bls.gov/emp/
- **Anthropic Economic Index** (v4 (2026-01-15) + v2 (2025-03-27)) — Anthropic. https://www.anthropic.com/economic-index
- **Microsoft “Working with AI”** (working-with-ai) — Microsoft Research. https://www.microsoft.com/en-us/research/
- **“GPTs are GPTs” (Eloundou et al.)** (arXiv 2303.10130) — OpenAI / academic. https://arxiv.org/abs/2303.10130
- **AI Occupational Exposure (AIOE)** (Felten, Raj & Seamans) — academic. https://github.com/AIOE-Data/AIOE
- **Dingel & Neiman (2020)** (dingel-neiman-workathome) — academic. https://github.com/jdingel/DingelNeiman-workathome

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_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-25-2051-00_