ISCO-08 2352
Special needs teachers
33.2%
ADI · 237th of 433 · 95% interval 26.6–40.1
An AI agent can at least partly carry out 33.2% of the task time of special needs teachers, and finish 0.0% alone. The barrier that holds most of the rest back is access to the systems the work runs on.
ADI · partial or full33.2%
237th of 433 · interval 26.6–40.1
ADI3 · full delegation0.0%
201st of 433 · interval 0.0–0.0
ADIs · share of time34.4%
224th of 433 · interval 31.9–36.9
Evidence196
task statements rated by two models and weighted by importance and frequency. World employment: 2.5 million.
Task weight by level
How the tasks rate
L0No meaningful role · 6.3%L1Augmentation · 60.5%L2Partial delegation · 33.2%L3Full delegation · 0.0%
Barriers
What stops the agent
Share of task weight flagged by each barrier; a task can carry several.
196 task statements, heaviest first
| Task statement (O*NET occupation) | Weight | Level | Sonnet · Haiku | Share | Human time | Barriers |
|---|---|---|---|---|---|---|
| Adapt instructional techniques to the age and skill levels of students.Adapted Physical Education Specialists | 1.4% | L1 | L1L2 | 42% | 52 min | Physical presence, Accountability, Trust and care, Access to systems |
| Provide students positive feedback to encourage them and help them develop an appreciation for physical education.Adapted Physical Education Specialists | 1.4% | L1 | L1L2 | 22% | 18 min | Physical presence, Trust and care, Access to systems |
| Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.Adapted Physical Education Specialists | 1.4% | L1 | L1L2 | 18% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.Adapted Physical Education Specialists | 1.3% | L1 | L1L2 | 25% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition.Adapted Physical Education Specialists | 1.3% | L1 | L1L2 | 20% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.Adapted Physical Education Specialists | 1.3% | L1 | L1L1 | 18% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.Adapted Physical Education Specialists | 0.9% | L2 | L2L2 | 60% | 35 min | Accountability, Access to systems |
| Assess students' physical progress or needs.Adapted Physical Education Specialists | 0.9% | L1 | L1L2 | 30% | 1.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.Special Education Teachers, Elementary School | 0.8% | L1 | L1L1 | 18% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students.Adapted Physical Education Specialists | 0.8% | L2 | L2L2 | 65% | 1.5 h | Accountability, Access to systems |
| Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities.Adapted Physical Education Specialists | 0.8% | L2 | L2L2 | 40% | 1.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Develop or implement strategies to meet the needs of students with a variety of disabilities.Special Education Teachers, Elementary School | 0.8% | L2 | L2L2 | 38% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Establish and enforce rules for behavior and procedures for maintaining order among students.Special Education Teachers, Elementary School | 0.8% | L1 | L1L2 | 22% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Modify the general elementary education curriculum for students with disabilities.Special Education Teachers, Elementary School | 0.8% | L2 | L2L2 | 60% | 1.8 h | Accountability, Access to systems |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.Special Education Teachers, Elementary School | 0.8% | L1 | L1L2 | 22% | 45 min | Physical presence, Accountability, Trust and care |
Show the other 181 tasks
| Task statement (O*NET occupation) | Weight | Level | Sonnet · Haiku | Share | Human time | Barriers |
|---|---|---|---|---|---|---|
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.Special Education Teachers, Elementary School | 0.7% | L1 | L1L1 | 20% | 1.4 h | Physical presence, Access to systems |
| Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.Special Education Teachers, Elementary School | 0.7% | L1 | L1L1 | 16% | 20 min | Physical presence, Accountability, Trust and care, Access to systems |
| Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.Adapted Physical Education Specialists | 0.7% | L2 | L2L2 | 60% | 35 min | Accountability, Trust and care, Access to systems |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students.Special Education Teachers, Secondary School | 0.7% | L1 | L1L1 | 25% | 1.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Establish and communicate clear objectives for all lessons, units, and projects to students.Special Education Teachers, Elementary School | 0.7% | L2 | L2L2 | 62% | 30 min | Accountability, Trust and care, Access to systems |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.Special Education Teachers, Preschool | 0.7% | L0 | L0L1 | 10% | 38 min | Physical presence, Accountability, Trust and care, Access to systems |
| Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.Special Education Teachers, Preschool | 0.7% | L0 | L0L0 | 2% | 5 min | Physical presence, Trust and care, Access to systems |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.Special Education Teachers, Preschool | 0.7% | L1 | L1L2 | 22% | 38 min | Physical presence, Accountability, Trust and care, Access to systems |
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.Special Education Teachers, Preschool | 0.7% | L1 | L1L1 | 11% | 38 min | Physical presence, Accountability, Trust and care |
| Observe and evaluate students' performance, behavior, social development, and physical health.Special Education Teachers, Elementary School | 0.7% | L1 | L1L2 | 28% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Evaluate the motor needs of individual students to determine their need for adapted physical education services.Adapted Physical Education Specialists | 0.7% | L1 | L1L2 | 30% | 3.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Teach students personal development skills, such as goal setting, independence, or self-advocacy.Special Education Teachers, Elementary School | 0.7% | L1 | L1L2 | 28% | 45 min | Physical presence, Accountability, Trust and care |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.Special Education Teachers, Elementary School | 0.7% | L2 | L2L2 | 60% | 45 min | Accountability, Access to systems |
| Guide or counsel students with adjustment problems, academic problems, or special academic interests.Special Education Teachers, Elementary School | 0.6% | L1 | L1L2 | 22% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance.Adapted Physical Education Specialists | 0.6% | L2 | L2L2 | 52% | 1.4 h | Physical presence, Accountability, Trust and care, Access to systems |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.Special Education Teachers, Elementary School | 0.6% | L1 | L1L1 | 15% | 20 min | Physical presence, Accountability, Trust and care, Access to systems |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.Special Education Teachers, Secondary School | 0.6% | L2 | L2L2 | 60% | 45 min | Accountability, Trust and care, Access to systems |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements.Special Education Teachers, Elementary School | 0.6% | L1 | L1L2 | 32% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Attend to children's basic needs by feeding them, dressing them, or changing their diapers.Special Education Teachers, Preschool | 0.6% | L0 | L0L0 | 1% | 15 min | Physical presence, Accountability, Trust and care, Access to systems |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students.Special Education Teachers, Middle School | 0.6% | L1 | L1L2 | 30% | 1.1 h | Physical presence, Accountability, Trust and care, Access to systems |
| Write reports to summarize student performance, social growth, or physical development.Adapted Physical Education Specialists | 0.6% | L2 | L2L2 | 68% | 45 min | Accountability, Access to systems |
| Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Special Education Teachers, Elementary School | 0.6% | L2 | L2L2 | 48% | 1.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Establish and enforce rules for behavior and procedures for maintaining order among students.Special Education Teachers, Preschool | 0.6% | L1 | L1L1 | 20% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.Special Education Teachers, Secondary School | 0.6% | L1 | L1L2 | 25% | 52 min | Physical presence, Accountability, Trust and care, Access to systems |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.Special Education Teachers, Preschool | 0.6% | L0 | L0L1 | 6% | 30 min | Physical presence, Accountability, Trust and care |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.Special Education Teachers, Middle School | 0.6% | L1 | L1L2 | 35% | 3.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.Special Education Teachers, Preschool | 0.6% | L1 | L1L1 | 12% | 45 min | Physical presence, Trust and care |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.Special Education Teachers, Secondary School | 0.6% | L1 | L1L2 | 28% | 2.4 h | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare materials and classrooms for class activities.Special Education Teachers, Middle School | 0.6% | L2 | L2L2 | 45% | 1.3 h | Physical presence, Access to systems |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.Special Education Teachers, Middle School | 0.6% | L1 | L1L2 | 28% | 50 min | Physical presence, Accountability, Trust and care, Access to systems |
| Teach students personal development skills, such as goal setting, independence, or self-advocacy.Special Education Teachers, Preschool | 0.6% | L1 | L1L2 | 22% | 38 min | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.Special Education Teachers, Secondary School | 0.6% | L1 | L1L1 | 22% | 52 min | Physical presence, Trust and care |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.Special Education Teachers, Elementary School | 0.6% | L2 | L2L3 | 70% | 4.0 h | Accountability |
| Prepare materials and classrooms for class activities.Special Education Teachers, Secondary School | 0.6% | L1 | L1L2 | 45% | 1.3 h | Physical presence, Access to systems |
| Assist in screening or placement of students in adapted physical education programs.Adapted Physical Education Specialists | 0.6% | L2 | L2L2 | 48% | 2.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.Special Education Teachers, Secondary School | 0.6% | L2 | L2L2 | 65% | 1.4 h | Accountability, Access to systems |
| Develop or implement strategies to meet the needs of students with a variety of disabilities.Special Education Teachers, Preschool | 0.6% | L1 | L1L2 | 35% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Establish and enforce rules for behavior and procedures for maintaining order among students.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 28% | 2.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Observe and evaluate students' performance, behavior, social development, and physical health.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 22% | 2.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 32% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Modify the general kindergarten education curriculum for students with disabilities.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L2 | 60% | 2.3 h | Accountability, Access to systems |
| Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 28% | 1.0 h | Accountability, Trust and care, Access to systems |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L2 | 60% | 45 min | Accountability, Access to systems |
| Interpret or transcribe classroom materials into Braille or sign language.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L2 | 50% | 52 min | Physical presence, Accountability |
| Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 21% | 38 min | Physical presence, Accountability, Trust and care, Access to systems |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L0 | L0L1 | 12% | 30 min | Physical presence, Accountability, Trust and care |
| Confer with other staff members to plan, schedule, or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 38% | 1.0 h | Trust and care, Access to systems |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L0 | L0L2 | 16% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Develop or implement strategies to meet the needs of students with a variety of disabilities.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 38% | 2.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Control the inventory or distribution of classroom equipment, materials, or supplies.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 35% | 52 min | Physical presence, Access to systems |
| Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 30% | 52 min | Accountability, Trust and care, Access to systems |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 32% | 2.5 h | Accountability, Trust and care, Access to systems |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L0 | L0L0 | 4% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 38% | 2.0 h | Trust and care, Access to systems |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 25% | 5.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Administer standardized ability and achievement tests to kindergarten students with special needs.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L1 | 15% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Organize and display students' work in a manner appropriate for their perceptual skills.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 22% | 1.0 h | Physical presence, Access to systems |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L1 | 18% | 52 min | Physical presence, Accountability, Trust and care, Access to systems |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L2 | 42% | 3.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 25% | 38 min | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare assignments for teacher assistants or volunteers.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L2 | 68% | 52 min | Access to systems |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L2 | 25% | 1.3 h | Physical presence, Access to systems |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L3 | 72% | 2.8 h | Accountability |
| Prepare, administer, or grade assignments to evaluate students' progress.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L2 | 45% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Present information in audio-visual or interactive formats, using computers, televisions, audio-visual aids, or other equipment, materials, or technologies.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L2 | L2L2 | 48% | 52 min | Physical presence, Trust and care, Access to systems |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L1 | 18% | 30 min | Physical presence, Accountability, Trust and care, Access to systems |
| Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs.Special Education Teachers, Kindergarten · supplemental task | 0.6% | L1 | L1L1 | 18% | 2.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.Special Education Teachers, Middle School | 0.6% | L1 | L1L2 | 28% | 45 min | Physical presence, Accountability, Trust and care |
| Observe and evaluate students' performance, behavior, social development, and physical health.Special Education Teachers, Preschool | 0.6% | L1 | L1L1 | 20% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations.Special Education Teachers, Secondary School | 0.5% | L2 | L2L2 | 55% | 52 min | Physical presence, Trust and care |
| Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities.Adapted Physical Education Specialists | 0.5% | L2 | L2L2 | 65% | 2.5 h | Accountability, Trust and care, Access to systems |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.Special Education Teachers, Middle School | 0.5% | L2 | L2L2 | 60% | 58 min | Accountability, Trust and care, Access to systems |
| Prepare, administer, or grade tests or assignments to evaluate students' progress.Special Education Teachers, Elementary School | 0.5% | L2 | L2L2 | 55% | 1.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Teach personal development skills, such as goal setting, independence, and self-advocacy.Special Education Teachers, Secondary School | 0.5% | L1 | L1L2 | 30% | 48 min | Physical presence, Accountability, Trust and care, Access to systems |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements.Special Education Teachers, Preschool | 0.5% | L1 | L1L2 | 32% | 1.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Observe and evaluate students' performance, behavior, social development, and physical health.Special Education Teachers, Secondary School | 0.5% | L1 | L1L2 | 28% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.Special Education Teachers, Middle School | 0.5% | L1 | L1L2 | 28% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Guide and counsel students with adjustments, academic problems, or special academic interests.Special Education Teachers, Middle School | 0.5% | L1 | L1L2 | 25% | 42 min | Accountability, Trust and care, Access to systems |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.Special Education Teachers, Middle School | 0.5% | L2 | L2L2 | 60% | 2.0 h | Accountability, Access to systems |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development.Special Education Teachers, Preschool | 0.5% | L1 | L1L2 | 20% | 45 min | Physical presence, Accountability, Trust and care |
| Teach students personal development skills, such as goal setting, independence, and self-advocacy.Special Education Teachers, Middle School | 0.5% | L1 | L1L2 | 30% | 48 min | Physical presence, Accountability, Trust and care |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.Special Education Teachers, Elementary School | 0.5% | L0 | L0L1 | 14% | 38 min | Physical presence, Accountability, Trust and care |
| Establish and communicate clear objectives for all lessons, units, and projects to students, parents, or guardians.Special Education Teachers, Preschool | 0.5% | L2 | L2L2 | 60% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.Special Education Teachers, Preschool | 0.5% | L2 | L2L2 | 60% | 52 min | Accountability, Access to systems |
| Guide and counsel students with adjustments, academic problems, or special academic interests.Special Education Teachers, Secondary School | 0.5% | L1 | L1L2 | 28% | 38 min | Trust and care, Access to systems |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Special Education Teachers, Middle School | 0.5% | L2 | L2L2 | 40% | 2.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Organize and display students' work in a manner appropriate for their perceptual skills.Special Education Teachers, Elementary School | 0.5% | L1 | L1L2 | 30% | 52 min | Physical presence, Trust and care |
| Modify the general preschool curriculum for students with disabilities.Special Education Teachers, Preschool | 0.5% | L2 | L2L2 | 60% | 2.0 h | Accountability, Access to systems |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.Special Education Teachers, Secondary School | 0.5% | L1 | L1L2 | 38% | 3.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.Special Education Teachers, Preschool | 0.5% | L1 | L1L2 | 25% | 1.0 h | Physical presence |
| Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.Special Education Teachers, Elementary School | 0.5% | L2 | L2L2 | 45% | 52 min | Trust and care, Access to systems |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.Special Education Teachers, Secondary School | 0.5% | L1 | L1L2 | 28% | 50 min | Physical presence, Accountability, Trust and care, Access to systems |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Special Education Teachers, Secondary School | 0.5% | L2 | L2L2 | 40% | 2.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.Special Education Teachers, Secondary School | 0.5% | L2 | L2L2 | 45% | 1.3 h | Trust and care, Access to systems |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.Special Education Teachers, Preschool | 0.5% | L1 | L1L1 | 15% | 25 min | Physical presence, Accountability, Trust and care, Access to systems |
| Read books to entire classes or to small groups.Special Education Teachers, Preschool | 0.5% | L0 | L0L1 | 6% | 18 min | Physical presence, Trust and care, Access to systems |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.Special Education Teachers, Middle School | 0.5% | L1 | L1L2 | 32% | 1.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.Special Education Teachers, Secondary School | 0.5% | L2 | L2L2 | 38% | 1.0 h | Accountability, Trust and care, Access to systems |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies.Special Education Teachers, Secondary School | 0.5% | L2 | L2L2 | 58% | 2.0 h | Accountability, Trust and care, Access to systems |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations.Special Education Teachers, Middle School | 0.5% | L2 | L2L2 | 50% | 45 min | Physical presence, Access to systems |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.Special Education Teachers, Middle School | 0.5% | L1 | L1L1 | 18% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Serve meals or snacks in accordance with nutritional guidelines.Special Education Teachers, Preschool · supplemental task | 0.5% | L0 | L0L0 | 5% | 30 min | Physical presence, Accountability, Trust and care |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.Special Education Teachers, Elementary School | 0.5% | L1 | L1L2 | 22% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Observe and evaluate students' performance, behavior, social development, and physical health.Special Education Teachers, Middle School | 0.5% | L1 | L1L2 | 28% | 1.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.Special Education Teachers, Middle School | 0.5% | L1 | L1L2 | 32% | 50 min | Accountability, Trust and care, Access to systems |
| Review adapted physical education programs or practices to ensure compliance with government or other regulations.Adapted Physical Education Specialists | 0.5% | L2 | L2L2 | 60% | 3.0 h | Accountability, Access to systems |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.Special Education Teachers, Secondary School | 0.5% | L1 | L1L2 | 38% | 1.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.Special Education Teachers, Secondary School | 0.5% | L1 | L1L2 | 38% | 2.3 h | Accountability, Trust and care, Access to systems |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.Special Education Teachers, Middle School | 0.5% | L1 | L1L1 | 14% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Maintain inventory of instructional equipment, materials, or aids.Adapted Physical Education Specialists | 0.5% | L2 | L2L2 | 52% | 1.3 h | Physical presence, Access to systems |
| Coordinate placement of students with special needs into mainstream classes.Special Education Teachers, Elementary School | 0.5% | L2 | L2L2 | 40% | 3.0 h | Accountability, Trust and care, Access to systems |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.Special Education Teachers, Middle School | 0.5% | L1 | L1L2 | 32% | 1.0 h | Accountability, Trust and care, Access to systems |
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.Special Education Teachers, Middle School | 0.5% | L2 | L2L2 | 58% | 1.8 h | Accountability, Trust and care, Access to systems |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development.Special Education Teachers, Elementary School | 0.4% | L1 | L1L1 | 20% | 45 min | Physical presence, Accountability, Trust and care |
| Arrange indoor or outdoor space to facilitate creative play, motor-skill activities, or safety.Special Education Teachers, Preschool | 0.4% | L1 | L1L2 | 25% | 1.0 h | Physical presence, Access to systems |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.Special Education Teachers, Secondary School | 0.4% | L1 | L1L1 | 20% | 30 min | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare, administer, and grade tests and assignments to evaluate students' progress.Special Education Teachers, Secondary School | 0.4% | L2 | L2L2 | 58% | 2.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Organize and display students' work in a manner appropriate for their perceptual skills.Special Education Teachers, Preschool | 0.4% | L1 | L1L1 | 20% | 1.0 h | Physical presence, Trust and care |
| Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.Special Education Teachers, Middle School | 0.4% | L2 | L2L2 | 45% | 3.0 h | Accountability, Trust and care, Access to systems |
| Meet with other professionals to discuss individual students' needs and progress.Special Education Teachers, Secondary School | 0.4% | L1 | L1L2 | 28% | 52 min | Accountability, Trust and care, Access to systems |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.Special Education Teachers, Secondary School | 0.4% | L2 | L2L2 | 70% | 4.0 h | Accountability, Access to systems |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.Special Education Teachers, Secondary School | 0.4% | L1 | L1L2 | 22% | 52 min | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.Special Education Teachers, Middle School | 0.4% | L2 | L2L3 | 75% | 4.0 h | – |
| Develop or write Individualized Education Programs (IEPs) for students.Special Education Teachers, Middle School | 0.4% | L2 | L2L2 | 60% | 3.5 h | Accountability, Trust and care, Access to systems |
| Provide additional instruction in vocational areas.Special Education Teachers, Secondary School · supplemental task | 0.4% | L1 | L1L2 | 25% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or requirements.Special Education Teachers, Preschool | 0.4% | L2 | L2L2 | 68% | 2.8 h | Accountability |
| Prepare, administer, and grade tests and assignments to evaluate students' progress.Special Education Teachers, Middle School | 0.4% | L2 | L2L2 | 58% | 2.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.Special Education Teachers, Middle School | 0.4% | L2 | L2L2 | 62% | 2.0 h | Access to systems |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.Special Education Teachers, Elementary School | 0.4% | L1 | L2L1 | 28% | 1.8 h | Accountability, Trust and care, Access to systems |
| Present information in audio-visual or interactive formats, using computers, television, audio-visual aids, or other equipment, materials, or technologies.Special Education Teachers, Preschool | 0.4% | L2 | L2L2 | 50% | 1.0 h | Physical presence, Trust and care |
| Coordinate placement of students with special needs into mainstream classes.Special Education Teachers, Middle School | 0.4% | L2 | L2L2 | 40% | 4.0 h | Accountability, Trust and care, Access to systems |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.Special Education Teachers, Middle School | 0.4% | L2 | L2L2 | 50% | 52 min | Trust and care, Access to systems |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).Special Education Teachers, Preschool | 0.4% | L1 | L1L2 | 35% | 2.3 h | Accountability, Trust and care, Access to systems |
| Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.Special Education Teachers, Preschool | 0.4% | L1 | L1L2 | 32% | 52 min | Accountability, Trust and care, Access to systems |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.Special Education Teachers, Secondary School · supplemental task | 0.4% | L1 | L1L1 | 16% | 52 min | Physical presence, Accountability, Trust and care |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.Special Education Teachers, Middle School · supplemental task | 0.4% | L1 | L1L1 | 22% | 38 min | Physical presence, Accountability, Trust and care, Access to systems |
| Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.Special Education Teachers, Elementary School | 0.4% | L1 | L1L2 | 30% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.Special Education Teachers, Secondary School | 0.4% | L2 | L2L2 | 62% | 2.3 h | Access to systems |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.Special Education Teachers, Secondary School | 0.4% | L1 | L1L2 | 35% | 3.0 h | Trust and care, Access to systems |
| Prepare assignments for teacher assistants or volunteers.Special Education Teachers, Preschool | 0.3% | L2 | L2L2 | 62% | 52 min | Access to systems |
| Organize and label materials and display students' work.Special Education Teachers, Middle School | 0.3% | L1 | L1L2 | 25% | 1.0 h | Physical presence, Access to systems |
| Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education.Adapted Physical Education Specialists | 0.3% | L1 | L1L2 | 35% | 3.0 h | Physical presence, Accountability, Access to systems |
| Provide additional instruction in vocational areas.Special Education Teachers, Middle School | 0.3% | L1 | L1L1 | 22% | 45 min | Physical presence, Accountability, Trust and care, Access to systems |
| Control the inventory or distribution of classroom equipment, materials, or supplies.Special Education Teachers, Preschool | 0.3% | L2 | L2L2 | 42% | 52 min | Physical presence, Access to systems |
| Coordinate placement of students with special needs into mainstream classes.Special Education Teachers, Secondary School | 0.3% | L2 | L2L2 | 40% | 3.0 h | Accountability, Trust and care, Access to systems |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.Special Education Teachers, Elementary School | 0.3% | L1 | L1L2 | 28% | 4.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers.Special Education Teachers, Middle School · supplemental task | 0.3% | L1 | L1L2 | 38% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.Special Education Teachers, Elementary School | 0.3% | L1 | L1L2 | 35% | 1.8 h | Trust and care, Access to systems |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development.Special Education Teachers, Middle School · supplemental task | 0.3% | L1 | L1L2 | 25% | 1.0 h | Physical presence, Accountability, Trust and care |
| Interpret the results of standardized tests to determine students' strengths and areas of need.Special Education Teachers, Elementary School | 0.3% | L2 | L2L2 | 60% | 1.0 h | Accountability, Access to systems |
| Administer tests to help determine children's developmental levels, needs, or potential.Special Education Teachers, Preschool | 0.3% | L1 | L1L1 | 20% | 1.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.Special Education Teachers, Middle School | 0.3% | L0 | L0L1 | 12% | 52 min | Physical presence, Accountability, Trust and care, Access to systems |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.Special Education Teachers, Middle School | 0.3% | L1 | L1L2 | 32% | 1.0 h | Accountability, Trust and care, Access to systems |
| Request or order physical education equipment, following standard procedures.Adapted Physical Education Specialists | 0.3% | L2 | L2L3 | 72% | 1.3 h | Access to systems |
| Collaborate with other teachers or administrators to develop, evaluate, or revise preschool programs.Special Education Teachers, Preschool | 0.3% | L1 | L1L2 | 35% | 1.8 h | Trust and care, Access to systems |
| Prepare reports on students and activities as required by administration.Special Education Teachers, Preschool | 0.3% | L2 | L2L2 | 65% | 1.1 h | Accountability, Access to systems |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.Special Education Teachers, Secondary School · supplemental task | 0.3% | L0 | L0L1 | 9% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.Special Education Teachers, Preschool | 0.3% | L1 | L1L2 | 28% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Plan and supervise experiential learning activities, such as class projects, field trips, or demonstrations.Special Education Teachers, Preschool | 0.3% | L1 | L1L2 | 30% | 3.0 h | Physical presence, Accountability, Trust and care |
| Attend staff meetings and serve on committees, as required.Special Education Teachers, Middle School | 0.3% | L1 | L1L1 | 20% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.Special Education Teachers, Middle School | 0.3% | L1 | L1L2 | 35% | 2.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.Special Education Teachers, Secondary School | 0.3% | L1 | L1L2 | 32% | 1.0 h | Accountability, Trust and care, Access to systems |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.Special Education Teachers, Middle School | 0.3% | L1 | L1L2 | 30% | 1.3 h | Trust and care, Access to systems |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.Special Education Teachers, Secondary School | 0.3% | L2 | L2L2 | 40% | 3.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Coordinate placement of students with special needs into mainstream classes.Special Education Teachers, Preschool · supplemental task | 0.3% | L2 | L2L2 | 38% | 5.3 h | Accountability, Trust and care, Access to systems |
| Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.Special Education Teachers, Preschool | 0.3% | L2 | L2L2 | 58% | 6.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Administer standardized ability and achievement tests to elementary students with special needs.Special Education Teachers, Elementary School | 0.3% | L1 | L1L1 | 15% | 1.8 h | Physical presence, Accountability, Trust and care, Access to systems |
| Attend staff meetings and serve on committees, as required.Special Education Teachers, Secondary School | 0.3% | L1 | L1L2 | 28% | 1.0 h | Accountability, Trust and care, Access to systems |
| Provide interpretation and transcription of regular classroom materials through Braille and sign language.Special Education Teachers, Secondary School · supplemental task | 0.3% | L2 | L2L2 | 48% | 1.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.Special Education Teachers, Middle School | 0.3% | L1 | L1L2 | 35% | 7.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.Special Education Teachers, Preschool | 0.3% | L1 | L1L2 | 28% | 4.5 h | Physical presence, Accountability, Access to systems |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.Special Education Teachers, Secondary School | 0.2% | L1 | L1L2 | 30% | 1.0 h | Trust and care, Access to systems |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.Special Education Teachers, Secondary School | 0.2% | L1 | L1L2 | 28% | 5.0 h | Physical presence, Trust and care, Access to systems |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.Special Education Teachers, Middle School | 0.2% | L1 | L1L2 | 30% | 6.0 h | Physical presence, Access to systems |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.Special Education Teachers, Secondary School · supplemental task | 0.2% | L1 | L1L2 | 30% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.Special Education Teachers, Elementary School | 0.2% | L2 | L2L2 | 42% | 3.3 h | Physical presence, Accountability, Trust and care, Access to systems |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.Special Education Teachers, Middle School · supplemental task | 0.2% | L1 | L1L2 | 20% | 2.5 h | Physical presence, Accountability, Trust and care, Access to systems |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies.Special Education Teachers, Middle School · supplemental task | 0.2% | L2 | L2L2 | 42% | 1.3 h | Physical presence, Access to systems |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.Special Education Teachers, Secondary School | 0.2% | L2 | L2L2 | 38% | 6.0 h | Physical presence, Accountability, Trust and care, Access to systems |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies.Special Education Teachers, Secondary School · supplemental task | 0.2% | L1 | L1L2 | 38% | 1.5 h | Physical presence, Trust and care, Access to systems |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.Special Education Teachers, Secondary School · supplemental task | 0.2% | L1 | L1L1 | 20% | 1.5 h | Physical presence, Accountability, Trust and care, Access to systems |
Level: consensus of the two models (the lower level when they disagree). Share: part of the task’s working time an agent could take over. Human time: minutes a competent person needs for one instance, as estimated by the models.
Against other measures
Exposure is not delegation
| Measure | Value | Percentile |
|---|---|---|
| ADI (this index) | 33.2% | 45 |
| Eloundou et al. (2024), GPT exposure β | 0.28 | 46 |
| Felten et al. (2021), AI occupational exposure | 0.396 | 62 |
| Webb (2020), AI patent exposure | 54 | 46 |
| Eisfeldt et al. (2026), generative AI exposure | 0.188 | 54 |
| Anthropic Economic Index, observed use | 0.06 | 65 |
Earlier indices measure whether AI can touch a task; ADI measures how much of it an agent can carry out from a goal. – : the source does not cover this occupation.
Same sub-major group (23)
Neighbouring occupations
| Occupation | ADI | % |
|---|---|---|
| Information technology trainers 2356 | 100.0 | |
| Education methods specialists 2351 | 85.5 | |
| University and higher education teachers 2310 | 68.0 | |
| Other music teachers 2354 | 59.2 | |
| Other language teachers 2353 | 57.0 | |
| Teaching professionals not elsewhere classified 2359 | 55.0 | |
| Vocational education teachers 2320 | 53.5 | |
| Secondary education teachers 2330 | 49.9 | |
| Other arts teachers 2355 | 48.2 | |
| Primary school teachers 2341 | 43.0 | |
| Early childhood educators 2342 | 18.1 |
Dashed line: special needs teachers (33.2%).
Cite this record
Text
Espinal Maya, Cristian, and Santiago Jiménez Londoño. 2026. ADI v2026.1: Agent Delegability Index data, code and MCP server. Zenodo. https://doi.org/10.5281/zenodo.23552918. Record: Special needs teachers (ISCO-08 2352), https://balamlabs.org/adi/occupations/2352
BibTeX
@misc{espinal2026adidata,
title = {{ADI} v2026.1: Agent Delegability Index data, code and {MCP} server},
author = {Espinal Maya, Cristian and Jim{\'e}nez Londo{\~n}o, Santiago},
year = {2026},
publisher = {Zenodo},
version = {v2026.1},
doi = {10.5281/zenodo.23552918},
url = {https://doi.org/10.5281/zenodo.23552918},
note = {Record: Special needs teachers (ISCO-08 2352)}
}Machine-readable
The same record as static JSON, with its citation: /adi/v2026.1/isco/2352.json.