Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.

“Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.” is a core task performed by Special Education Teachers, Middle School. Among the occupation's 40 rated tasks, workers place it 35th by importance (#6 most important). About 97% 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.

• Communicate with others about operational plans or activities. in Communicating with Supervisors, Peers, or Subordinates
• Advise others on educational or vocational matters. in Providing Consultation and Advice to 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.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.003% share of AI-use records mapped to this task

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

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
• 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
• Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. · 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
• 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-task-6752,
  title  = {Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.},
  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/tasks/task-6752}
}