Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.

“Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.” is a supplemental task performed by Secondary School Teachers, Except Special and Career/Technical Education. Among the occupation's 32 rated tasks, workers place it 14th by importance (#19 most important). About 73% 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.

• Assist individuals with special needs. in Assisting and Caring for Others

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E0. No direct exposure — current language models give little or no time savings on this task.

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 0.00. Automation potential label: T1.

Other tasks in this occupation

• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.3
• Establish and enforce rules for behavior and procedures for maintaining order among students. · importance 4.3
• Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. · importance 4.3
• Prepare materials and classrooms for class activities. · importance 4.3
• Adapt teaching methods and instructional materials to meet students' varying needs and interests. · importance 4.2
• Prepare, administer, and grade tests and assignments to evaluate students' progress. · importance 4.1
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · importance 3.9
• Observe and evaluate students' performance, behavior, social development, and physical health. · importance 3.9
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · importance 3.9
• Guide and counsel students with adjustments, academic problems, or special academic interests. · importance 3.9
• Use computers, audio-visual aids, and other equipment and materials to supplement presentations. · importance 3.9
• Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. · importance 3.9
• Assign and grade class work and homework. · importance 3.9
• Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. · importance 3.8

See all tasks on the Secondary School Teachers, Except Special and Career/Technical Education 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-6670,
  title  = {Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.},
  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-6670}
}