# Teaching Assistants, Special Education

> Assist a preschool, elementary, middle, or secondary school teacher to provide academic, social, or life skills to students who have learning, emotional, or physical disabilities. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services.
- **Entity Type:** role
- **Schema Version:** role.v1
- **Soc Code:** 25-9043.00
- **Summary:** Assist a preschool, elementary, middle, or secondary school teacher to provide academic, social, or life skills to students who have learning, emotional, or physical disabilities. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services.

## Aliases

- Paraprofessional (Para)
- SPED Aide (Special Education Aide)
- SPED Para (Special Education Paraprofessional)
- SPED TA (Special Education Teacher Assistant)
- Assistant Instructor
- Co-Teacher
- Educational Assistant
- Paraeducator
- TA (Teacher's Assistant)
- Teacher's Aide
- Basic Skills Improvement Program Instructional Aide (BSIP Instructional Aide)
- Classroom Paraprofessional

## Tasks

| Text | Type | Iwa |
| --- | --- | --- |
| Provide assistance to students with special needs. | Core | 4.A.4.a.5.i |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | Core | 4.A.4.b.3.a |
| Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. | Core | 4.A.1.a.2.f |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Core | 4.A.4.a.5.i |
| Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists. | Core | 4.A.4.a.5.b |
| Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. | Core | 4.A.4.b.3.b |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | Core | 4.A.2.b.2.l |
| Enforce administration policies and rules governing students. | Core | 4.A.1.a.2.f |
| Observe students' performance, and record relevant data to assess progress. | Core | 4.A.1.a.2.f |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Core | 4.A.1.a.2.f |
| Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud. | Core | 4.A.4.b.3.b |
| Discuss assigned duties with classroom teachers to coordinate instructional efforts. | Core | 4.A.4.a.2.f |

## Emerging Tasks


## Activities

| Name | Iwa |
| --- | --- |
| Supervise school or student activities. | 4.A.1.a.2.f |
| Assist other educational professionals with projects or research. | 4.A.4.a.2.b |
| Serve on institutional or departmental committees. | 4.A.4.b.4.b |
| Implement therapeutic programs to improve patient functioning. | 4.A.4.a.5.b |
| Clean facilities or work areas. | 4.A.3.a.1.c |
| Maintain clean work areas. | 4.A.3.a.1.c |
| Collaborate with other teaching professionals to develop educational programs. | 4.A.4.a.2.f |
| Distribute instructional or library materials. | 4.A.4.c.3.c |
| Develop strategies or programs for students with special needs. | 4.A.2.b.2.l |
| Enforce rules or policies governing student behavior. | 4.A.1.a.2.f |
| Evaluate student work. | 4.A.2.a.1.c |
| Maintain student records. | 4.A.3.b.6.h |
| Monitor student performance. | 4.A.1.a.2.f |
| Teach others to use technology or equipment. | 4.A.4.b.3.e |
| Teach life skills. | 4.A.4.b.3.a |
| Set up classroom materials or equipment. | 4.A.3.a.2.af |
| Maintain computer equipment or software. | 4.A.3.b.5.c |
| Display student work. | 4.A.3.a.2.af |
| Plan educational activities. | 4.A.2.b.2.l |
| Discuss student progress with parents or guardians. | 4.A.4.b.6.g |
| Develop instructional materials. | 4.A.3.b.6.l |
| Document lesson plans. | 4.A.3.b.6.l |
| Lead classes or community events. | 4.A.4.b.3.b |
| Assist students with special educational needs. | 4.A.4.a.5.i |
| Maintain inventories of materials, equipment, or products. | 4.A.4.c.3.a |
| Tutor students who need extra assistance. | 4.A.4.b.3.b |
| Create technology-based learning materials. | 4.A.3.b.6.l |

## Capabilities

| Name | Family | Value |
| --- | --- | --- |
| Oral Comprehension | ability | 4 |
| Oral Expression | ability | 4 |
| Active Listening | essential_skill | 3.88 |
| Speaking | essential_skill | 3.75 |
| Social Perceptiveness | transferable_skill | 3.75 |
| Problem Sensitivity | ability | 3.75 |
| Speech Recognition | ability | 3.75 |
| Speech Clarity | ability | 3.75 |
| Reading Comprehension | essential_skill | 3.62 |
| Learning Strategies | essential_skill | 3.62 |
| Monitoring | essential_skill | 3.62 |
| Service Orientation | transferable_skill | 3.62 |
| Written Comprehension | ability | 3.62 |
| Near Vision | ability | 3.62 |
| English Language | knowledge | 3.51 |
| Instructing | transferable_skill | 3.5 |
| Critical Thinking | essential_skill | 3.38 |
| Deductive Reasoning | ability | 3.38 |
| Psychology | knowledge | 3.37 |
| Written Expression | ability | 3.25 |
| Fluency of Ideas | ability | 3.25 |
| Information Ordering | ability | 3.25 |
| Writing | essential_skill | 3.12 |
| Coordination | transferable_skill | 3.12 |
| Persuasion | transferable_skill | 3.12 |
| Inductive Reasoning | ability | 3.12 |
| Selective Attention | ability | 3.12 |
| Auditory Attention | ability | 3.12 |
| Active Learning | essential_skill | 3 |
| Complex Problem Solving | transferable_skill | 3 |
| Originality | ability | 3 |
| Category Flexibility | ability | 3 |
| Time Sharing | ability | 3 |
| Negotiation | transferable_skill | 2.88 |
| Judgment and Decision Making | transferable_skill | 2.88 |
| Far Vision | ability | 2.88 |
| Education and Training | knowledge | 2.87 |
| Customer and Personal Service | knowledge | 2.84 |
| Time Management | transferable_skill | 2.75 |
| Flexibility of Closure | ability | 2.75 |

## Skills

| Name | Type |
| --- | --- |
| Active Listening | Common Skill |
| Speech Recognition | Specialized Skill |
| Social Perceptiveness | Common Skill |
| Reading Comprehension | Common Skill |
| Learning Strategies | Specialized Skill |
| English Language | Common Skill |
| Instructing | Specialized Skill |
| Deductive Reasoning | Common Skill |
| Critical Thinking | Common Skill |
| Psychology | Specialized Skill |
| Information Ordering | Specialized Skill |
| Writing | Common Skill |
| Inductive Reasoning | Common Skill |
| Microsoft Word | Common Skill |
| Microsoft PowerPoint | Common Skill |
| Microsoft Outlook | Common Skill |
| Microsoft Excel | Common Skill |
| Complex Problem Solving | Common Skill |
| Active Learning | Common Skill |
| Negotiation | Common Skill |
| Time Management | Common Skill |
| Mathematics | Common Skill |
| Geography | Specialized Skill |
| Visualization | Specialized Skill |
| Systems Analysis | Specialized Skill |
| Kahoot! | Specialized Skill |
| Google Meet | Specialized Skill |
| Google Classroom | Specialized Skill |
| Email Software | Specialized Skill |
| Chemistry | Specialized Skill |
| Biology | Specialized Skill |
| Telecommunications | Specialized Skill |
| Foreign Language | Common Skill |
| Finger Dexterity | Common Skill |
| Equipment Selection | Specialized Skill |
| Physics | Specialized Skill |
| Equipment Maintenance | Specialized Skill |
| Depth Perception | Common Skill |
| Project Management Software | Specialized Skill |
| Presentation Software | Specialized Skill |

## Tools

| Example | Category | Hot | In Demand |
| --- | --- | --- | --- |
| Microsoft Office software | Office suite software | yes | yes |
| Microsoft Excel | Spreadsheet software | yes | no |
| Microsoft Outlook | Electronic mail software | yes | no |
| Microsoft PowerPoint | Presentation software | yes | no |
| Microsoft Word | Word processing software | yes | no |
| Appletree | Computer based training software | no | no |
| Automate the Schools ATS | Data base user interface and query software | no | no |
| Blackboard software | Data base user interface and query software | no | no |
| Children's educational software | Computer based training software | no | no |
| ClassDojo | Desktop communications software | no | no |
| Email software | Electronic mail software | no | no |
| Flipgrid | Video creation and editing software | no | no |
| Google Classroom | Project management software | no | no |
| Google Meet | Video conferencing software | no | no |
| Hand held spell checkers | Spell checkers | no | no |
| High School Scheduling and Transcript HSST | Calendar and scheduling software | no | no |
| Kahoot! | Multi-media educational software | no | no |
| Loom | Video creation and editing software | no | no |
| Padlet | Computer based training software | no | no |
| ParentSquare | Desktop communications software | no | no |
| Quizlet | Computer based training software | no | no |
| Schoology | Computer based training software | no | no |
| Screen magnification software | Device drivers or system software | no | no |
| Screen reader software | Device drivers or system software | no | no |
| Seesaw | Multi-media educational software | no | no |
| Special Education Student Information System SESIS | Data base user interface and query software | no | no |
| Student information systems SIS software | Data base user interface and query software | no | no |
| Tadpoles | Desktop communications software | no | no |
| Text to speech software | Computer based training software | no | no |
| Web browser software | Internet browser software | no | no |

## Work Context

| Name | Value |
| --- | --- |
| Contact With Others | 4.86 |
| Physical Proximity | 4.86 |
| Face-to-Face Discussions with Individuals and Within Teams | 4.49 |
| Indoors, Environmentally Controlled | 4.37 |
| Work With or Contribute to a Work Group or Team | 4.32 |
| Frequency of Decision Making | 3.89 |
| Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable | 3.67 |
| E-Mail | 3.66 |
| Coordinate or Lead Others in Accomplishing Work Activities | 3.58 |
| Impact of Decisions on Co-workers or Company Results | 3.58 |
| Conflict Situations | 3.47 |
| Spend Time Standing | 3.47 |
| Freedom to Make Decisions | 3.31 |
| Importance of Being Exact or Accurate | 3.26 |
| Exposed to Disease or Infections | 3.13 |
| Determine Tasks, Priorities and Goals | 3.12 |
| Health and Safety of Other Workers | 3.1 |
| Outdoors, Exposed to All Weather Conditions | 3.08 |
| Time Pressure | 3.07 |
| Dealing With Unpleasant, Angry, or Discourteous People | 2.95 |
| Consequence of Error | 2.82 |
| Deal With External Customers or the Public in General | 2.65 |
| Spend Time Walking or Running | 2.59 |
| Spend Time Sitting | 2.55 |
| Outdoors, Under Cover | 2.29 |
| Work Outcomes and Results of Other Workers | 2.25 |
| Written Letters and Memos | 2.22 |
| Dealing with Violent or Physically Aggressive People | 2.21 |
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets | 2.11 |
| Telephone Conversations | 2.05 |
| Exposed to Very Hot or Cold Temperatures | 1.97 |
| Spend Time Making Repetitive Motions | 1.94 |
| Public Speaking | 1.91 |
| Spend Time Kneeling, Crouching, Stooping, or Crawling | 1.91 |
| Spend Time Bending or Twisting Your Body | 1.89 |
| Indoors, Not Environmentally Controlled | 1.87 |
| Level of Competition | 1.81 |
| Importance of Repeating Same Tasks | 1.76 |
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls | 1.7 |
| Exposed to Contaminants | 1.61 |

## Preparation

- **Job Zone:** 3
- **Job Zone Name:** Job Zone Three: Medium Preparation Needed
- **Education:** Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
- **Experience:** Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
- **Svp Range:** (6.0 to < 7.0)

### Education Distribution

| Label | Percentage |
| --- | --- |
| High School Diploma | 24.61 |
| Some College Courses | 18.2 |
| Associate's Degree (or other 2-year degree) | 14.48 |
| Master's Degree | 3.55 |

## Person Fit

| Name | Family | Value |
| --- | --- | --- |
| Dependability | work_style | 8 |
| Social | career_interest_type | 7 |
| Integrity | work_style | 7 |
| Social Service | specific_interest_area | 6.49 |
| Teaching/Education | specific_interest_area | 6.04 |
| Cooperation | work_style | 6 |
| Social Orientation | work_style | 5 |
| Self-Control | work_style | 4 |
| Conventional | career_interest_type | 3.57 |
| Artistic | career_interest_type | 3.34 |
| Investigative | career_interest_type | 3.29 |
| Stress Tolerance | work_style | 3 |
| Professional Advising | specific_interest_area | 2.7 |
| Social Science | specific_interest_area | 2.63 |
| Empathy | work_style | 2.57 |
| Personal Service | specific_interest_area | 2.54 |

## Related Roles

| Soc Code | Slug | Title | Tier |
| --- | --- | --- | --- |
| 25-2055.00 | role-25-2055-00 | Special Education Teachers, Kindergarten | Primary-Short |
| 25-2058.00 | role-25-2058-00 | Special Education Teachers, Secondary School | Primary-Short |
| 25-2056.00 | role-25-2056-00 | Special Education Teachers, Elementary School | Primary-Short |
| 25-9042.00 | role-25-9042-00 | Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education | Primary-Short |
| 25-2057.00 | role-25-2057-00 | Special Education Teachers, Middle School | Primary-Short |
| 25-9031.00 | role-25-9031-00 | Instructional Coordinators | Primary-Long |
| 25-2021.00 | role-25-2021-00 | Elementary School Teachers, Except Special Education | Primary-Long |
| 25-2051.00 | role-25-2051-00 | Special Education Teachers, Preschool | Primary-Long |
| 25-2012.00 | role-25-2012-00 | Kindergarten Teachers, Except Special Education | Primary-Long |
| 25-3041.00 | role-25-3041-00 | Tutors | Primary-Long |
| 25-3011.00 | role-25-3011-00 | Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors | Supplemental |
| 25-2022.00 | role-25-2022-00 | Middle School Teachers, Except Special and Career/Technical Education | Supplemental |

## Career Clusters


## Study Programs

| Title | Slug |
| --- | --- |
| Education | education |
| Family and Consumer Sciences/Human Sciences | family-and-consumer-sciences-human-sciences |
| Psychology | psychology |

## Market


## Industries


### Top


### Concentrated


## Ai Signals


## Ai Outlook


### Index

- **Value:** 36
- **Percentile:** 34
- **Band:** Moderate
- **Version:** ai-exposure-index-v1

#### Components

| Percentile | Source |
| --- | --- |
| 36 | openai_gpts_are_gpts |
- **Component Count:** 1

### Exposure

| Source | Label | Value | Percentile | Band | Note |
| --- | --- | --- | --- | --- | --- |
| eloundou_gamma | LLM task exposure, γ (OpenAI / Eloundou) | 0.36666666666666664 | 36 | Moderate | Share of this job's tasks where a large language model plus simple tools could cut the time to do them by at least half. γ is capped at 1.0 and many jobs reach that ceiling, so treat a top score as 'in the top group', not a precise rank. |

### Eloundou

- **Alpha:** 0.16666666666666666
- **Beta:** 0.26666666666666666
- **Gamma:** 0.36666666666666664

### Usage Tasks

| Task | Usage Percent | Importance |
| --- | --- | --- |
| Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. | 0.036974803725416894 | 4.1 |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 0.030709628649721248 | 3.46 |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | 0.0034920647962893734 | 4.47 |
- **Usage Release:** 2026-01-15-v4-plus-2025-03-27-v2

### Sources

| Source | Version |
| --- | --- |
| openai_gpts_are_gpts | gpts-are-gpts |

## Counts

- **Tasks:** 30
- **Skills:** 41
- **Capabilities:** 120
- **Tools:** 30
- **Related Roles:** 20

## Source

- **Dataset:** gold.onet_role_starter_surface
- **Version:** 30.3
- **Generated At:** 2026-06-02T21:00:32.945303+00:00
- **Content Hash:** 6837c5ca660976de