Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.

“Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.” is a core task performed by Special Education Teachers, Secondary School. Among the occupation's 40 rated tasks, workers place it 13th by importance (#28 most important). About 79% 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.

• Teach life skills. in Training and Teaching 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

• Establish and enforce rules for behavior and policies and procedures to maintain order among students. · importance 4.6
• Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. · importance 4.5
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. · importance 4.5
• Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. · importance 4.5
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · importance 4.4
• Prepare materials and classrooms for class activities. · importance 4.4
• Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. · importance 4.3
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · importance 4.3
• Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. · importance 4.3
• Teach personal development skills, such as goal setting, independence, and self-advocacy. · importance 4.3
• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.3
• Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies. · importance 4.2
• Observe and evaluate students' performance, behavior, social development, and physical health. · importance 4.2
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · importance 4.2

See all tasks on the Special Education Teachers, Secondary 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-6805,
  title  = {Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.},
  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-6805}
}