Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.

“Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.” is a supplemental task performed by Special Education Teachers, Secondary School. Among the occupation's 40 rated tasks, workers place it 1st by importance (#40 most important). About 28% 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 academic or vocational subjects. 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-6821,
  title  = {Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.},
  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-6821}
}