# Adapted Physical Education Specialists

> Provide individualized physical education instruction or services to children, youth, or adults with exceptional physical needs due to gross motor developmental delays or other impairments.

- **SOC code:** 25-2059.01
- **Canonical URL:** https://singulariki.com/roles/role-25-2059-01
- **Also known as:** Adapted Physical Education Specialist (APE Specialist), Adapted Physical Education Teacher (Adapted PE Teacher), Adapted Physical Educator, DAPE Specialist (Developmental Adapted Physical Education Specialist), Adapted Physical Activity Specialist, Certified Adapted Physical Educator, DAPE Teacher (Developmental Adapted Physical Education Teacher), Adapted Fitness Professional
- **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):
- Adapt instructional techniques to the age and skill levels of students.
- Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.
- Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.
- Provide students positive feedback to encourage them and help them develop an appreciation for physical education.
- Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.
- Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition.
- Assess students' physical progress or needs.
- Assist in screening or placement of students in adapted physical education programs.
- Evaluate the motor needs of individual students to determine their need for adapted physical education services.
- Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities.
- Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.
- Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance.

**Emerging tasks** (O*NET):
- Discuss with education professionals the physical abilities or disabilities of students and the accommodations required to enhance their school performance.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Education and Training _(knowledge)_
- Instructing _(transferable_skill)_
- Oral Expression _(ability)_
- Active Listening _(essential_skill)_
- Speaking _(essential_skill)_
- Active Learning _(essential_skill)_
- Social Perceptiveness _(transferable_skill)_
- Oral Comprehension _(ability)_
- Psychology _(knowledge)_
- Reading Comprehension _(essential_skill)_
- Writing _(essential_skill)_
- Critical Thinking _(essential_skill)_

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

**Tools & technology:**
- Facebook _(hot technology)_
- Microsoft Excel _(hot technology)_
- Microsoft Office software _(hot technology)_
- Microsoft Outlook _(hot technology)_
- Microsoft PowerPoint _(hot technology)_
- Microsoft Word _(hot technology)_
- Database software
- Email software
- Individualized Educational Program IEP software
- Student record 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.):** 30th percentile (Low) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 53rd percentile (Moderate) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 66th percentile (Moderate) — source: microsoft_applicability.
- **Remote-capable (Dingel–Neiman):** no — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** 1.1% growth (About average); 2.9k annual openings; 41k → 41.5k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $67,430; 39,350 employed.

## How people actually use AI here

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

- **Automation vs augmentation:** 40% automation, 55% augmentation (usage-weighted).
- **Autonomy median:** 3.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** task iteration.

**Tasks most handed to AI here:**
- Write reports to summarize student performance, social growth, or physical development. _(2.8% of measured AI use; task iteration)_
- Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators. _(0.7% of measured AI use; task iteration)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me write reports to summarize student performance, social growth, or physical development.
- Help me communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.

## 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-25-2059-01_