Teaching Assistants, Special Education
Educational Instruction and Library Occupations- O*NET-SOC code
- 25-9043.00
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.
- Data source: ILOPublished: 2025
0.24
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
- Data source: OpenAIPublished: 2023
0.250
0.000Range of values carried here0.844Scale, basis and source
Task-level exposure
Exposed tasks only30 rated tasks · 11 tasks with β ≥ 0.5 (36.7%)
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
- All rated tasks are in the O*NET 31.0 task list.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Release
- gh-main-0471612
- License
- MIT License, Copyright (c) 2024 OpenAI
Tasks of O*NET-SOC 2010 occupation 25-9041.00 Teacher Assistants, linked to this occupation by the O*NET-SOC 2010 to 2019 crosswalk
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.25-9041.00 | 0.037037.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-9041.00 | 0.030731.1 |
Plan, prepare, and develop various teaching aids such as bibliographies, charts, and graphs.25-9041.00 | 0.017017.3 |
Conduct demonstrations to teach such skills as sports, dancing, and handicrafts.25-9041.00 | 0.00828.3 |
Type, file, and duplicate materials.25-9041.00 | 0.00373.7 |
Operate and maintain audio-visual equipment.25-9041.00 | 0.00212.1 |
| Not observed on any surface — 26 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. | |
Provide extra assistance to students with special needs, such as non-English-speaking students or those with physical and mental disabilities. | —0 |
Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. | —0 |
Enforce administration policies and rules governing students. | —0 |
Observe students' performance, and record relevant data to assess progress. | —0 |
Discuss assigned duties with classroom teachers to coordinate instructional efforts. | —0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | —0 |
Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods. | —0 |
Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills. | —0 |
Distribute teaching materials such as textbooks, workbooks, papers, and pencils to students. | —0 |
Attend staff meetings and serve on committees, as required. | —0 |
Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. | —0 |
Organize and supervise games and other recreational activities to promote physical, mental, and social development. | —0 |
Laminate teaching materials to increase their durability under repeated use. | —0 |
Distribute tests and homework assignments and collect them when they are completed. | —0 |
Carry out therapeutic regimens such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists. | —0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. | —0 |
Assist in bus loading and unloading. | —0 |
Take class attendance and maintain attendance records. | —0 |
Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices. | —0 |
Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review. | —0 |
Maintain computers in classrooms and laboratories and assist students with hardware and software use. | —0 |
Participate in teacher-parent conferences regarding students' progress or problems. | —0 |
Requisition and stock teaching materials and supplies. | —0 |
Collect money from students for school-related projects. | —0 |
Monitor classroom viewing of live or recorded courses transmitted by communication satellites. | —0 |
Assist librarians in school libraries. | —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 |
|---|---|
Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices.O*NET Task ID 22493 | 1.0 |
Maintain computers in classrooms and laboratories, and assist students with hardware and software use.O*NET Task ID 22497 | 1.0 |
Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review.O*NET Task ID 22504 | 1.0 |
Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud.O*NET Task ID 22505 | 1.0 |
Take class attendance and maintain attendance records.O*NET Task ID 22510 | 1.0 |
Assist librarians in school libraries.O*NET Task ID 22485 | 0.5 |
Observe students' performance, and record relevant data to assess progress.O*NET Task ID 22498 | 0.5 |
Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.O*NET Task ID 22499 | 0.5 |
Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.O*NET Task ID 22503 | 0.5 |
Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.O*NET Task ID 22512 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 22513 | 0.5 |
Assist in bus loading and unloading.O*NET Task ID 22484 | 0.0 |
Attend staff meetings and serve on committees, as required.O*NET Task ID 22486 | 0.0 |
Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.O*NET Task ID 22487 | 0.0 |
Clean classrooms.O*NET Task ID 22488 | 0.0 |
Discuss assigned duties with classroom teachers to coordinate instructional efforts.O*NET Task ID 22489 | 0.0 |
Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students.O*NET Task ID 22490 | 0.0 |
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.O*NET Task ID 22491 | 0.0 |
Enforce administration policies and rules governing students.O*NET Task ID 22492 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 22494 | 0.0 |
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.O*NET Task ID 22495 | 0.0 |
Laminate teaching materials to increase their durability under repeated use.O*NET Task ID 22496 | 0.0 |
Organize and supervise games and other recreational activities to promote physical, mental, and social development.O*NET Task ID 22500 | 0.0 |
Participate in teacher-parent conferences regarding students' progress or problems.O*NET Task ID 22501 | 0.0 |
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.O*NET Task ID 22502 | 0.0 |
Provide assistance to students with special needs.O*NET Task ID 22506 | 0.0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 22507 | 0.0 |
Requisition and stock teaching materials and supplies.O*NET Task ID 22508 | 0.0 |
Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.O*NET Task ID 22509 | 0.0 |
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.O*NET Task ID 22511 | 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 (30)
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 |
|---|---|
| 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 |
| Clean classrooms. | Core |
| Discuss assigned duties with classroom teachers to coordinate instructional efforts. | Core |
| Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students. | Core |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | Core |
| Enforce administration policies and rules governing students. | Core |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Core |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | Core |
| Observe students' performance, and record relevant data to assess progress. | Core |
| Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills. | Core |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | Core |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | Core |
| Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. | Core |
| Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud. | Core |
| Provide assistance to students with special needs. | Core |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Core |
| Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. | Core |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | Core |
| Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. | Core |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Core |
| Assist in bus loading and unloading. | Supplemental |
| Assist librarians in school libraries. | Supplemental |
| Attend staff meetings and serve on committees, as required. | Supplemental |
| Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices. | Supplemental |
| Laminate teaching materials to increase their durability under repeated use. | Supplemental |
| Maintain computers in classrooms and laboratories, and assist students with hardware and software use. | Supplemental |
| Participate in teacher-parent conferences regarding students' progress or problems. | Supplemental |
| Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review. | Supplemental |
| Requisition and stock teaching materials and supplies. | Supplemental |
| Take class attendance and maintain attendance records. | Supplemental |
0.10/ 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 |
|---|---|
| Assist in bus loading and unloading. | E0 none |
| Assist librarians in school libraries. | E0 none |
| Clean classrooms. | E1 purpose-built robot settings |
| Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students. | E1 purpose-built robot settings |
| Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory. | E0 none |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 none |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | E0 none |
| Laminate teaching materials to increase their durability under repeated use. | E1 purpose-built robot settings |
| Maintain computers in classrooms and laboratories, and assist students with hardware and software use. | E0 none |
| Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills. | E1 purpose-built robot settings |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | E0 none |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | E1 purpose-built robot settings |
| Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. | E1 purpose-built robot settings |
| Provide assistance to students with special needs. | E0 none |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 none |
| Requisition and stock teaching materials and supplies. | E1 purpose-built robot settings |
| Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. | E0 none |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | E1 purpose-built robot settings |
Occupation information
Employment outlook (BLS)
The BLS Employment Projections table has no row for SOC 25-9043.
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 |
|---|---|---|---|
| 42112 | 학교교사 보조원 | 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 5312Teachers' Aides
The definition, tasks and examples below are the ILO's description of that unit group, not of this occupation.
Teachers' aides perform non-teaching duties to assist teaching staff, and provide care and supervision for children in schools and pre-schools.
Tasks
- (a) demonstrating, supervising and participating in activities that enhance the physical, social, emotional and intellectual development of children in schools and pre-schools;
- (b) preparing indoor and outdoor areas for learning and recreational activities;
- (c) assisting children with intellectual, physical, behavioural and other learning difficulties with their studies;
- (d) assisting children individually to learn social skills;
- (e) assisting with preparing teaching materials, and copying and collating written and printed material;
- (f) operating audio-visual equipment, computers and other teaching aides;
- (g) distributing and collecting lesson material.
Example occupations
Pre-school assistant · Teacher’s assistant
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.
- special educational needs assistantESCO 5312.4Same scope
Special educational needs assistants assist special education teachers in their classroom duties. They tend to the physical needs of students with a variety of disabilities and help out with tasks such as bathroom breaks, bus rides, eating and classroom switches. They also provide instructional support to students, teachers and parents and prepare lesson programmes. Special educational needs assistants supply support for students tailored to their specific needs, help out with challenging assignments and monitor students' progress and classroom behaviour.
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 |
|---|---|---|
| K2113 | Accompagnant / Accompagnante des élèves en situation de handicap (AESH) | Same scopeprovisional |
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 |
|---|---|---|
| 2312 | Técnicos educadores de educación especial | This occupation is narrower |
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 |
|---|---|---|
| 83131 | Berufe in Heilerziehungspflege und Sonderpädagogik - Helfer-/Anlerntätigkeiten | Overlapping, not the same |
| 84183 | Lehrkräfte an allgemeinbildenden Schulen (sonstige spezifische Tätigkeitsangabe) - komplexe Spezialistentätigkeiten | 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 |
|---|---|---|
| 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