Will AI replace Special Education Teachers, Middle School?

AI can do 56% of the work Special Education Teachers, Middle School do at least twice as fast. People already use it for 8 of their 40 tasks, while 12 more are ready but barely used so far. Robots can technically handle 2 physical tasks. 18 still need a person.

AI is already doing this8 · 28% of time

People already use AI for these tasks in real work, based on Anthropic's analysis of how Claude is used.

  • Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.Mostly automated10% of time
  • Observe and evaluate students' performance, behavior, social development, and physical health.Mostly automated4% of time
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Mostly automated4% of time
  • Prepare, administer, and grade tests and assignments to evaluate students' progress.Mostly automated3% of time
  • Use computers, audio-visual aids, and other equipment and materials to supplement presentations.Mostly automated2% of time
  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.Mostly automated1% of time
  • Organize and label materials and display students' work.Mostly automated1% of time
  • Provide additional instruction in vocational areas.Mostly automated1% of time

AI could do this next12 · 28% of time

AI can speed these up by at least half, but real use has not caught up yet. These are next in line.

  • Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.7% of time
  • Develop or write Individualized Education Programs (IEPs) for students.7% of time
  • Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.6% of time
  • Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.1% of time
  • Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.1% of time
  • Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.1% of time
  • Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.1% of time
  • Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.1% of time
  • Supervise, evaluate, and plan assignments for teacher assistants and volunteers.1% of time
  • Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.1% of time
  • Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.1% of time
  • Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.under 1% of time

Robots can technically do this2 · 4% of time

Physical tasks that today's robots can perform in at least some settings. Robots are cost competitive for very few tasks so far, so this change moves slower.

  • Prepare materials and classrooms for class activities.Robots: purpose built settings3% of time
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies.Robots: purpose built settings1% of time

Still needs a person18 · 40% of time

No real AI use, no proven AI speedup and no robot that can do it yet. This is the part of the job to build on.

  • Establish and enforce rules for behavior and policies and procedures to maintain order among students.4% of time
  • Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.4% of time
  • Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.3% of time
  • Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.3% of time
  • Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.3% of time
  • Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.3% of time
  • Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.3% of time
  • Guide and counsel students with adjustments, academic problems, or special academic interests.2% of time
  • Teach students personal development skills, such as goal setting, independence, and self-advocacy.2% of time
  • Attend staff meetings and serve on committees, as required.2% of time
  • Coordinate placement of students with special needs into mainstream classes.1% of time
  • Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.1% of time
  • Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.1% of time
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.1% of time
  • Organize and supervise games and other recreational activities to promote physical, mental, and social development.1% of time
  • Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.1% of time
  • Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.1% of time
  • Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.under 1% of time

Your week is not the average

Describe what you actually do and get a personal report: your own tasks, what AI can already do, what stays yours and a 90 day plan.

Get my personal report

What this means

AI can do most of this work faster, but a real part of the job still needs a person. Real use is still behind at 25 out of 100, so the change here is only getting started. The people who learn which tasks to hand off will pull ahead.

What to do next

  • Do the 8 tasks AI is already handling with AI yourself. Your peers already are, and it is quickly becoming the baseline.
  • Get ahead on the 12 tasks AI could do next. These move as tools improve, so learning them early pays off.
  • Keep an eye on the 2 physical tasks robots can technically do. Cost keeps most robots out of work today, so this shift is slower.
  • Build on the 18 tasks that stay human. This is where your judgment, skill and relationships matter most.
Special Education Teachers, Preschool45%Special Education Teachers, Kindergarten45%Special Education Teachers, Elementary School47%Special Education Teachers, Secondary School53%Adapted Physical Education Specialists22%Elementary School Teachers, Except Special Education60%

Get the weekly brief

One short email a week on how AI is changing work, including jobs like this one.

Check another job