Teach secondary school subjects to educationally and physically handicapped students. Includes teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
39 of 40 tasks have some AI capability
Exposure Trend
This score reflects estimated AI technical capability for tasks in this occupation. It does not predict employment changes, and it does not account for company-specific constraints, regulation, or adoption barriers.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
AI: Fully automatable - Maintaining records and generating legally compliant reports is highly automatable with current data systems and AI tools that can ensure accuracy, formatting, and consistency.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
AI: Fully automatable - AI can deliver lectures, lead discussions, and provide demonstrations (including adaptive, multimodal instruction) via digital platforms and adaptive tutoring systems effectively without a human teacher present.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
AI: Fully automatable - AI can reliably formulate clear learning objectives for lessons, units, and projects and produce materials to communicate them effectively to students.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
AI: Fully automatable - AI can generate detailed class preparations and produce written documentation on demand, meeting supervisors' requirements for lesson preparation and evidence.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
AI: Fully automatable - AI can reliably produce course objectives and outlines that align with state and school curriculum guidelines using provided standards and constraints.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
AI: Fully automatable - AI can create, integrate, and operate multimedia and interactive aids to supplement presentations and can do so autonomously to support instruction.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
AI: Fully automatable - Selection, inventory, ordering, and stock management are highly transactional and are already routinely automated with procurement and inventory systems that AI can fully manage.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
AI: Partial - AI can design individualized strategies and evidence-based interventions, but implementation and on-the-ground adaptation for diverse handicapping conditions typically require human professionals.
Observe and evaluate students' performance, behavior, social development, and physical health.
AI: Partial - AI can analyze recorded performance and behavioral data to support evaluation, but direct, real-time observation of nuanced social development and physical health assessments still need human judgment and hands-on assessment.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
AI: Partial - AI can draft behavior policies and suggest enforcement protocols, yet actual enforcement and real-time classroom management rely on human authority and in-person responses.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
AI: Partial - AI can design behavior-modification plans, deliver prompts and monitor responses, but teaching and reinforcing socially acceptable behavior in real social contexts usually requires human presence and modeling.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
AI: Partial - AI can create and guide many special education exercises for sensory, language, and cognitive development, but some perceptual-motor and sensory interventions require hands-on, physical training from specialists.
Meet with other professionals to discuss individual students' needs and progress.
AI: Partial - AI can synthesize student data and participate as an information resource in professional meetings, but collaborative decision-making and nuanced multidisciplinary coordination remain human-led.
Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
AI: Partial - AI can draft individualized education plan content, propose evidence‑based goals and accommodations, and streamline documentation, but it cannot assume legal responsibility or lead complex multidisciplinary IEP negotiations alone.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
AI: Partial - AI can prepare progress summaries, communication materials, and suggest resources, but building trust, addressing emotional concerns, and negotiating priorities with parents typically require a human educator.
Prepare materials and classrooms for class activities.
AI: Partial - AI can create and print/digitally prepare lesson materials and provide setup instructions, but cannot physically arrange a classroom or manage real‑world logistics without human action.
Coordinate placement of students with special needs into mainstream classes.
AI: Partial - AI can analyze data and recommend suitable mainstream placements and scheduling options, but cannot fully manage stakeholder negotiations, consent, and institutional decision‑making autonomously.
Teach personal development skills, such as goal setting, independence, and self-advocacy.
AI: Partial - AI can deliver curricula, coaching prompts, and practice activities for goal setting and self‑advocacy, yet it cannot fully replicate sustained, nuanced in‑person mentorship and modeling.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
AI: Partial - AI can draft communications, suggest interventions, and triage issues, but cannot replace the human empathy, relationship‑building, and final judgments required in sensitive conferences.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
AI: Partial - AI can draft IEP suggestions and synthesize multidisciplinary input, but the collaborative, legal, and empathetic aspects of developing IEPs require human professionals.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
AI: Partial - AI can design balanced activity plans, demonstrations, and inquiry prompts, but conducting and adapting those activities in real classroom dynamics requires human facilitation.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
AI: Partial - AI tools can monitor documentation and classroom recordings to flag compliance issues and provide feedback, but nuanced evaluation, corrective action, and personnel management remain human responsibilities.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
AI: Partial - AI can provide adaptive practice, motivational messaging, and scaffolding to help students progress toward later grades, but long‑term encouragement and complex socioemotional support still require human teachers.
Guide and counsel students with adjustment or academic problems, or special academic interests.
AI: Partial - AI can provide guidance, resources, and basic counseling prompts but cannot fully replicate human empathy, complex judgment, and legal/ethical responsibility in student counseling.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
AI: Partial - AI can create, administer, and auto-grade many types of tests (especially objective items) but requires human oversight for subjective scoring, accommodations, and high-stakes judgments.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
AI: Partial - AI can administer and score standardized tests and generate interpretive reports, but final interpretation for special-education placement and nuanced conclusions requires licensed professional judgment.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
AI: Partial - AI can deliver instructional content, step-by-step coaching, and reminders for daily living skills, but hands-on practice, real-world supervision, and safety oversight require humans.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
AI: Partial - AI can draft lesson plans, suggest schedules, and support coordination, but cannot fully replace the collaborative, context-sensitive decision-making of staff meetings.
Provide additional instruction in vocational areas.
AI: Partial - AI can deliver vocational instruction via curricula, simulations, and coaching, but hands-on skill training, workplace supervision, and safety assessment still need human instructors.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
AI: Partial - AI can provide training materials, monitoring alerts, and safety prompts for equipment use, but direct supervision and immediate intervention to prevent injuries remain human duties.
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
AI: Partial - AI can analyze program data, draft revisions, and generate collaborative materials but cannot fully replace the human negotiation, context-sensitive judgment, and relationship work required for program development.
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
AI: Partial - AI can recommend, configure, and remotely manage assistive technologies, but cannot perform the in-person physical assistance and hands-on device fitting or restroom support students often need.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
AI: Partial - AI can prepare guidance, locate community resources, generate accessible materials, and support virtual coaching, but it cannot fully substitute for the empathy, trust-building, and individualized counseling parents/guardians require.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
AI: Partial - AI can deliver training modules, curate learning resources, and summarize conference content, but it cannot fully replicate live hands-on workshops, professional networking, and credentialing activities.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
AI: Partial - AI can reliably generate Braille transcription and assistive materials but real-time, fully accurate sign-language interpretation remains limited and often requires human interpreters for nuance and accessibility.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
AI: Partial - AI can help plan logistics, risk assessments, curricula, and learning reflections for experiential activities, but cannot fully supervise students or manage real-time interpersonal dynamics during events.
Attend staff meetings and serve on committees, as required.
AI: Partial - AI can draft agendas, produce meeting notes, and simulate committee analyses, but it cannot fully fulfill the accountability, interpersonal negotiation, and presence expected of human committee members.
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
AI: Partial - AI can automate many administrative tasks like cataloging and scheduling, but it cannot replace the on-site, real-time supervision and physical duties required for monitoring and bus loading/unloading.
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.
AI: Partial - AI can organize activities, generate materials, and coordinate logistics for clubs and contests, but cannot fully provide the in-person mentorship, supervision, and community-building that sponsors provide.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
AI: Not automatable - The task requires in-person visits and hands-on tutoring/consultation with sensory-impaired students and teachers, which AI cannot physically perform as of 2025.