Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.

“Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.” is a core task performed by Special Education Teachers, Middle School. Among the occupation's 40 rated tasks, workers place it 25th by importance (#16 most important). About 95% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Collaborate in the development of educational programs. in Communicating with Supervisors, Peers, or Subordinates
• Assist individuals with special needs. in Assisting and Caring for Others

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T1.

Other tasks in this occupation

• Develop or write Individualized Education Programs (IEPs) for students. · importance 4.5
• Establish and enforce rules for behavior and policies and procedures to maintain order among students. · importance 4.5
• Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. · importance 4.5
• Prepare materials and classrooms for class activities. · importance 4.4
• Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. · importance 4.4
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · importance 4.3
• Coordinate placement of students with special needs into mainstream classes. · importance 4.3
• Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. · importance 4.3
• Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and instructional technology. · importance 4.3
• Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. · importance 4.3
• Guide and counsel students with adjustments, academic problems, or special academic interests. · importance 4.3
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · importance 4.3
• Teach students personal development skills, such as goal setting, independence, and self-advocacy. · importance 4.3
• Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. · importance 4.2

See all tasks on the Special Education Teachers, Middle School page.

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-task-21064,
  title  = {Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.},
  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/tasks/task-21064}
}