Teaching Assistants, Special Education
Education Details
Summary of What they do:
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.
Tasks On The Job
- Assist in bus loading and unloading.
- Assist librarians in school libraries.
- Attend staff meetings and serve on committees, as required.
- Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.
- Clean classrooms.
- Discuss assigned duties with classroom teachers to coordinate instructional efforts.
- Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students.
- Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
- Enforce administration policies and rules governing students.
- Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices.
- Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
- Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
- Laminate teaching materials to increase their durability under repeated use.
- Maintain computers in classrooms and laboratories, and assist students with hardware and software use.
- Observe students' performance, and record relevant data to assess progress.
- Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.
- Organize and supervise games and other recreational activities to promote physical, mental, and social development.
- Participate in teacher-parent conferences regarding students' progress or problems.
- Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
- Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.
- Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review.
- Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud.
- Provide assistance to students with special needs.
- Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
- Requisition and stock teaching materials and supplies.
- Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
- Take class attendance and maintain attendance records.
- Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
- Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
AI and This Career
The chance AI takes over most of this job in the next 10 years.
Why this score
- IEP tools can draft support checklists, flag accommodation notes and stage behavior packs. They do not own hands-on support for students with disabilities alone.
- Assistants remain accountable for hands-on support for students with disabilities and classroom safety under IDEA and school rules.
- Beyond the checklists, the job is hands-on support for students with disabilities and keeping classrooms safe and inclusive.
- Demand is about flat as special education still needs assistants for hands-on support after tools draft more support checklists.
- What actually happens: AI helps with support checklists, and assistants keep providing hands-on support for students with disabilities.
How AI helps
Case systems score visual schedule form items and draft behavior trackers; simple practice sheets wait for the teaching assistants special education.
What stays human
Hands-on support for students with disabilities and safety judgment stay human.
How we rated it: By our count, 15 of the 27 tasks O*NET lists for this job are mainly records, admin, or robot-ready physical work, for a replaceable share of about 56%. Exposure means AI could speed up tasks; it does not mean AI does the job. This rating is about replacement within about 10 years, not how much AI the job uses.
Sources: O*NET OnLine 25-9043.00 tasks (2026); Eloundou et al., "GPTs are GPTs" (2023): exposure score 0.27 of 1 (the middle of 923 jobs is 0.36); ILO Working Paper 140 (2025): ISCO 5312 rated "not exposed" (task score 0.24 of 1); Special education TAs; nearest Teachers' Aides. BLS Employment Projections 2025-35 (Table 1.2 / nationalMatrix, https://www.bls.gov/emp/tables/occupational-projections-and-characteristics.htm): projected employment change -0.3%.
PERSONALITY
| Your Assessment Results |
IMPORTANT STRENGTHS
Importance
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100% | Social  -  Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. | |
APTITUDES
| Your Assessment Results |
ABILITIES | SKILLS
Importance
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75% | Oral Comprehension  -  The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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75% | Oral Expression  -  The ability to communicate information and ideas in speaking so others will understand. | |
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69% | Problem Sensitivity  -  The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. | |
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69% | Speech Recognition  -  The ability to identify and understand the speech of another person. | |
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69% | Speech Clarity  -  The ability to speak clearly so others can understand you. | |
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66% | Written Comprehension  -  The ability to read and understand information and ideas presented in writing. | |
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66% | Near Vision  -  The ability to see details at close range (within a few feet of the observer). | |
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60% | Deductive Reasoning  -  The ability to apply general rules to specific problems to produce answers that make sense. | |
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56% | Written Expression  -  The ability to communicate information and ideas in writing so others will understand. | |
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56% | Fluency of Ideas  -  The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
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56% | Information Ordering  -  The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
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53% | Inductive Reasoning  -  The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
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53% | Selective Attention  -  The ability to concentrate on a task over a period of time without being distracted. | |
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53% | Auditory Attention  -  The ability to focus on a single source of sound in the presence of other distracting sounds. | |
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52% | Learning Strategies  -  Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
| Your Assessment Results |
TASKS | ACTIVITIES
Importance
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84% | Getting Information  -  Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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77% | Assisting and Caring for Others  -  Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. | |
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72% | Communicating with Supervisors, Peers, or Subordinates  -  Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
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70% | Establishing and Maintaining Interpersonal Relationships  -  Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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68% | Monitoring Processes, Materials, or Surroundings  -  Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
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66% | Identifying Objects, Actions, and Events  -  Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
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65% | Making Decisions and Solving Problems  -  Analyzing information and evaluating results to choose the best solution and solve problems. | |
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65% | Resolving Conflicts and Negotiating with Others  -  Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. | |
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64% | Coaching and Developing Others  -  Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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61% | Training and Teaching Others  -  Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
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59% | Organizing, Planning, and Prioritizing Work  -  Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
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57% | Updating and Using Relevant Knowledge  -  Keeping up-to-date technically and applying new knowledge to your job. | |
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56% | Documenting/Recording Information  -  Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
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55% | Evaluating Information to Determine Compliance with Standards  -  Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
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54% | Thinking Creatively  -  Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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53% | Working with Computers  -  Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
| Your Assessment Results |
CONTEXT | ATTRIBUTES
Importance
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97% | Physical Proximity  -  To what extent does this job require the worker to perform job tasks physically close to other people? | |
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97% | Contact With Others  -  How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
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87% | Face-to-Face Discussions with Individuals and Within Teams  -  How frequently does your job require face-to-face discussions with individuals and within teams? | |
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84% | Indoors, Environmentally Controlled  -  How often does this job require working indoors in an environmentally controlled environment (like a warehouse with air conditioning)? | |
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83% | Work With or Contribute to a Work Group or Team  -  How important is it to work with or contribute to a work group or team in this job? | |
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72% | Frequency of Decision Making  -  How often is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
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67% | Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable  -  How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? | |
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67% | E-Mail  -  How frequently does your job require you to use E-mail? | |
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65% | Impact of Decisions on Co-workers or Company Results  -  What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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65% | Coordinate or Lead Others in Accomplishing Work Activities  -  How important is it to coordinate or lead others (not as a supervisor or team leader) in accomplishing work activities in this job? | |
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62% | Conflict Situations  -  How frequently are there conflict situations the employee has to face in this job? | |
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62% | Spend Time Standing  -  How much does this job require standing? | |
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58% | Freedom to Make Decisions  -  How much decision making freedom, without supervision, does the job offer? | |
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57% | Importance of Being Exact or Accurate  -  How important is being very exact or highly accurate in performing this job? | |
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53% | Exposed to Disease or Infections  -  How often does this job require exposure to disease/infections? | |
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53% | Determine Tasks, Priorities and Goals  -  How much freedom does the worker have in determining the tasks, priorities, or goals of the job? | |
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53% | Health and Safety of Other Workers  -  How much responsibility is there for the health and safety of others in this job? | |
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52% | Outdoors, Exposed to All Weather Conditions  -  How often does this job require working outdoors, exposed to all weather conditions? | |
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52% | Time Pressure  -  How often does this job require the worker to meet strict deadlines? | |
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