Will AI replace Special Education Teachers, Secondary School?

AI can do 53% of the work Special Education Teachers, Secondary School do at least twice as fast. People already use it for 8 of their 40 tasks, while 10 more are ready but barely used so far. Robots can technically handle 1 physical task. 21 still need a person.

AI is already doing this8 · 30% 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 automated12% of time
  • Observe and evaluate students' performance, behavior, social development, and physical health.Mostly automated6% 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 automated3% 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
  • Provide additional instruction in vocational areas.Mostly automated1% of time
  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.Mostly automated1% of time
  • Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.Mostly assisted1% of time

AI could do this next10 · 22% of time

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

  • Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.8% of time
  • Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies.3% of time
  • Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.2% of time
  • Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.2% of time
  • Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.1% of time
  • Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.1% of time
  • Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.1% of time
  • Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.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

Robots can technically do this1 · 3% 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

Still needs a person21 · 44% 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.

  • Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.6% of time
  • Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.3% of time
  • Establish and enforce rules for behavior and policies and procedures to maintain order among students.3% of time
  • Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.3% of time
  • Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.3% of time
  • Meet with other professionals to discuss individual students' needs and progress.3% of time
  • Teach personal development skills, such as goal setting, independence, and self-advocacy.2% of time
  • Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.2% of time
  • Guide and counsel students with adjustments, academic problems, or special academic interests.2% of time
  • Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.2% of time
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.2% of time
  • Attend staff meetings and serve on committees, as required.2% of time
  • Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.1% 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
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies.1% of time
  • Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.1% of time
  • Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.1% of time
  • Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.under 1% of time
  • Provide interpretation and transcription of regular classroom materials through Braille and sign language.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.

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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 27 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 10 tasks AI could do next. These move as tools improve, so learning them early pays off.
  • Keep an eye on the 1 physical task robots can technically do. Cost keeps most robots out of work today, so this shift is slower.
  • Build on the 21 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, Middle School56%Adapted Physical Education Specialists22%Preschool Teachers, Except Special Education47%

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