Adapted Physical Education Specialists
Educational Instruction and Library Occupations- O*NET-SOC code
- 25-2059.01
Provide individualized physical education instruction or services to children, youth, or adults with exceptional physical needs due to gross motor developmental delays or other impairments.
- Data source: BLSPublished: 2026-08
High· relative
LowFour relative bandsVery highGroup-level value
Scale, basis and source
Four relative bands (Low / Moderate / High / Very high)
831 detailed occupations in the BLS Employment Projections table. Assigned per National Employment Matrix (NEM) code, so occupations sharing a NEM code carry the same band
- Data source: AnthropicPublished: 2026-03
0.026
0.000Range of values carried here0.745Group-level value
Scale, basis and source
Observed exposure index, 0–1 as published
Mapped onto O*NET tasks
Published per SOC 2018 occupation; every O*NET occupation with the same SOC 2018 code carries this value
- Data source: ILOPublished: 2025
0.28
0.09Range of values carried here0.70Group-level value
Scale, basis and source
Generative AI exposure index, 0–1 as published
Published per ISCO-08 unit group. Linked to this occupation, wholly or in part, by applying U.S. Bureau of Labor Statistics crosswalks (ISCO-08 to 2010 SOC, 2010 SOC to 2018 SOC) as published
What kind of figure this source publishes
The BLS category is a relative rank, not an absolute level, and it is not a first-hand measurement: it groups an occupation's percentile ranks across several published studies into four bands. It is not an employment or wage forecast, not a probability of adoption, and it does not separate automation from augmentation.
Task-level exposure
Exposed tasks only20 rated tasks · 13 tasks with β ≥ 0.5 (65.0%)
β = direct exposure (E1) + 0.5 × exposure when tools are available (E2), per the source repository's definition.
- Source unit: O*NET 27.2 tasks → O*NET 31.0 occupation code
- 1 rated task is not in the O*NET 31.0 task list; its score is kept as published for O*NET 27.2.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Release
- gh-main-0471612
- License
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 30.2) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Write reports to summarize student performance, social growth, or physical development.25-2059.01 | 0.0100100.0 | 0.00000.0 |
| Not observed on any surface — 19 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | ||
Review adapted physical education programs or practices to ensure compliance with government or other regulations. | —0 | —0 |
Request or order physical education equipment, following standard procedures. | —0 | —0 |
Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education. | —0 | —0 |
Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities. | —0 | —0 |
Provide students positive feedback to encourage them and help them develop an appreciation for physical education. | —0 | —0 |
Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals. | —0 | —0 |
Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students. | —0 | —0 |
Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records. | —0 | —0 |
Maintain inventory of instructional equipment, materials, or aids. | —0 | —0 |
Evaluate the motor needs of individual students to determine their need for adapted physical education services. | —0 | —0 |
Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning. | —0 | —0 |
Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators. | —0 | —0 |
Assist in screening or placement of students in adapted physical education programs. | —0 | —0 |
Assess students' physical progress or needs. | —0 | —0 |
Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance. | —0 | —0 |
Adapt instructional techniques to the age and skill levels of students. | —0 | —0 |
Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition. | —0 | —0 |
Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement. | —0 | —0 |
Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Review adapted physical education programs or practices to ensure compliance with government or other regulations.O*NET Task ID 17000 | 1.0 |
Request or order physical education equipment, following standard procedures.O*NET Task ID 17001 | 1.0 |
Write reports to summarize student performance, social growth, or physical development.O*NET Task ID 17002 | 1.0 |
Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.O*NET Task ID 17008 | 1.0 |
Maintain inventory of instructional equipment, materials, or aids.O*NET Task ID 17009 | 1.0 |
Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.O*NET Task ID 17012 | 1.0 |
Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education.O*NET Task ID 17003 | 0.5 |
Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities.O*NET Task ID 17004 | 0.5 |
Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students.O*NET Task ID 17007 | 0.5 |
Evaluate the motor needs of individual students to determine their need for adapted physical education services.O*NET Task ID 17010 | 0.5 |
Assist in screening or placement of students in adapted physical education programs.O*NET Task ID 17013 | 0.5 |
Advise education professionals of students' physical abilities or disabilities and the accommodations required to enhance their school performance.O*NET Task ID 17015 | 0.5 |
Adapt instructional techniques to the age and skill levels of students.O*NET Task ID 17016 | 0.5 |
Provide students positive feedback to encourage them and help them develop an appreciation for physical education.O*NET Task ID 17005 | 0.0 |
Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.O*NET Task ID 17006 | 0.0 |
Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.O*NET Task ID 17011 | 0.0 |
Assess students' physical progress or needs.O*NET Task ID 17014 | 0.0 |
Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition.O*NET Task ID 17017 | 0.0 |
Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.O*NET Task ID 17018 | 0.0 |
Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities.O*NET Task ID 21186 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
All O*NET 31.0 task statements (20)
All O*NET 31.0 task statements for this occupation (English, as published; task type core or supplemental). Exposure values are not listed here; they are in the table above, next to each task statement as worded in the O*NET version each source used.
| Task (O*NET 31.0) | Type |
|---|---|
| Review adapted physical education programs or practices to ensure compliance with government or other regulations. | Core |
| Request or order physical education equipment, following standard procedures. | Core |
| Write reports to summarize student performance, social growth, or physical development. | Core |
| Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education. | Core |
| Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities. | Core |
| Provide students positive feedback to encourage them and help them develop an appreciation for physical education. | Core |
| Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals. | Core |
| Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students. | Core |
| Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records. | Core |
| Maintain inventory of instructional equipment, materials, or aids. | Core |
| Evaluate the motor needs of individual students to determine their need for adapted physical education services. | Core |
| Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning. | Core |
| Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators. | Core |
| Assist in screening or placement of students in adapted physical education programs. | Core |
| Assess students' physical progress or needs. | Core |
| Adapt instructional techniques to the age and skill levels of students. | Core |
| Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition. | Core |
| Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement. | Core |
| Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities. | Core |
| Discuss with education professionals the physical abilities or disabilities of students and the accommodations required to enhance their school performance. | Core |
0.01/ 3· Robot exposure index
Scale, basis and source
Each physical task is graded 0–3 by the setting in which robots that have been deployed, sold or demonstrated could do it (0 none · 1 purpose-built robot settings such as a fenced machine cell or a bottling line · 2 structured facilities such as a hospital pharmacy or a container port · 3 unstructured settings such as a private home or a construction site), and the grades are averaged by share of working time
Physical tasks among this occupation's O*NET 29.3 tasks
Anthropic estimated the grades and time shares with Claude Opus 5 using web search, as of 2026.
The robot exposure index is a different measure from the AI exposure figures on this site and cannot be added to or compared with them. It does not measure actual adoption or cost, and 0 also covers occupations with no physical tasks.
Tier of each physical task
Robot environment tiers (E0–E3)
E0 noneDetails
Rated not doable by robots that have been deployed, sold or demonstrated, even in a purpose-built setting
E1 purpose-built robot settingsDetails
Rated doable in a setting built around the machine, such as a fenced machine cell or a bottling line
E2 structured facilitiesDetails
Rated doable in a human work facility that an institution keeps to a working standard, such as a hospital pharmacy or a container port
E3 unstructured settingsDetails
Rated doable in a setting that no institution keeps to a working standard, such as a private home or a construction site
Only tasks classified as physical are listed; other tasks have no tier in the source.
| Task (O*NET 29.3) | Robot environment tier |
|---|---|
| Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals. | E0 none |
| Maintain inventory of instructional equipment, materials, or aids. | E1 purpose-built robot settings |
| Evaluate the motor needs of individual students to determine their need for adapted physical education services. | E0 none |
| Assist in screening or placement of students in adapted physical education programs. | E0 none |
| Assess students' physical progress or needs. | E0 none |
| Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition. | E0 none |
| Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement. | E0 none |
Occupation information
Employment outlook (BLS)
Values for the whole SOC 25-2059 group (Special education teachers, all other), not for this O*NET occupation alone.
- Employment, 2025
- 35K
- Projected employment, 2035
- 36K
- Change (2025–35)
- +1.9%
- Median annual wage, 2025
- $76,580
- Typical education needed for entry
- Bachelor's degree
Korea classification links (KSCO)
Links from the current release of the Korea Occupation Direct Crosswalk v1.1, made by AI Changing Work. Relation values are read from the O*NET-SOC occupation side.
| KSCO code | KSCO title | Relation | Status |
|---|---|---|---|
| 26239 | 그 외 특수교육 교사 | This occupation is narrower | confirmed |
Relation and status definitions(kr-direct v1.1)
ILO occupational description
AI Changing Work links the ISCO-08 unit groups below to this occupation by applying the U.S. Bureau of Labor Statistics crosswalks (2018 SOC to 2010 SOC, 2010 SOC to ISCO-08) as published, without case-by-case selection; each link may be whole or partial.
- ISCO-08 2352Special Needs Teachers
The definition, tasks and examples below are the ILO's description of that unit group, not of this occupation.
Special needs teachers teach physically or mentally handicapped children, young persons, or adults, or those with learning difficulties or other special needs. They promote the social, emotional, intellectual and physical development of their students.
Tasks
- (a) assessing students' abilities and limitations with regard to intellectual, physical, social and emotional impairments, exceptional intellectual gifts, or other specific problems;
- (b) designing or modifying curricula and preparing and delivering programmes, lessons and activities adapted to students’ abilities and needs;
- (c) giving instruction on an individual or group basis using special techniques or aids appropriate to students’ needs;
- (d) employing special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory;
- (e) establishing and enforcing rules for behaviour and policies and procedures to maintain order among students;
- (f) teaching academic subjects and practical and self-help skills to students with hearing, sight and other impairments;
- (g) stimulating and developing students’ confidence interests, abilities, manual skills and coordination;
- (h) conferring with other staff members to plan and schedule lessons for special needs students;
- (i) preparing and maintaining student data and other records and submitting reports;
- (j) administering various forms of assessment and evaluating progress of each student;
- (k) conferring with students, parents, head teacher and other relevant professionals involved in the students’ care to develop individual educational plans designed to promote students' development.
Example occupations
Learning disabilities special education teacher · Learning support teacher · Remedial teacher · Teacher of gifted children · Teacher of the hearing impaired · Teacher of the sight impaired
Sources: ILO ISCO-08 — details: Credits
ESCO occupational vocabulary
Each entry below is matched to this occupation in the published ESCO-O*NET Crosswalk (version 1, 2022). The match types are that crosswalk's; the wording is AI Changing Work's.
- sports instructorESCO 3422.5This occupation is narrower
Sports instructors introduce people to a sport and teach them the skills required for the performance of sport. They have a strong grip on one or more sports, which are often adventure sports, and know how to motivate others and share with them the enjoyment of the activity.
- sport therapistESCO 3423.2.4Overlapping, not the same
Sport therapists program and supervise rehabilitation exercises for individuals and groups. They work with individuals that have chronic health conditions or are at high risk of developing them. They communicate with medical and healthcare professionals about participants' conditions using correct medical terminology, and with an understanding of the standard treatment options for an individual’s condition. Sport therapists take a holistic approach to the wellness of their clients that includes advising on lifestyle, food or time management. They do not have a medical background and do not require medical qualifications.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
License: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
France classification links (ROME)
AI Changing Work's links between this occupation and ROME 4.0 job profiles, judged with AI models. Relations are read from this occupation's side. Links marked “provisional” were adopted on the judgments of two judges from the same model family (Claude) alone, or by an operator rule applied to their judgments, so they rest on weaker evidence than confirmed links.
| ROME code | ROME title (French) | Relation |
|---|---|---|
| G1220 | Educateur sportif / Educatrice sportive spécialisé(e) en activités physiques et sportives adaptées | Overlapping, not the same |
| J1415 | Enseignant / Enseignante en activité physique adaptée (EAPA) | Overlapping, not the same |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
Spain classification links (CNO-11)
AI Changing Work's links between this occupation and CNO-11 occupations, judged with AI models. Relations are read from this occupation's side.
| CNO-11 code | CNO-11 title (Spanish) | Relation |
|---|---|---|
| 2311 | Profesores de educación especial | Related, not a match |
| 3723 | Instructores de actividades deportivas | Related, not a match |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
Germany classification links (KldB)
AI Changing Work's links between this occupation and KldB occupations, judged with AI models. Relations are read from this occupation's side.
| KldB code | KldB title (German) | Relation |
|---|---|---|
| 83133 | Berufe in Heilerziehungspflege und Sonderpädagogik - komplexe Spezialistentätigkeiten | Related, not a match |
| 84134 | Lehrkräfte an Förderschulen - hoch komplexe Tätigkeiten | Related, not a match |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
Japan classification links (JSCO)
AI Changing Work's links between this occupation and JSCO occupations, judged with AI models. Relations are read from this occupation's side.
| JSCO code | JSCO title (Japanese) | Relation |
|---|---|---|
| 192 | 小学校教員 | Related, not a match |
| 196 | 特別支援学校教員 | Related, not a match |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
Sources, licenses and AI Changing Work's modification and translation notices for this page: Credits & sources