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Education & Training · Updated Aug 2026

Special Education Teachers, Preschool

Teach academic, social, and life skills to preschool-aged students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

JVS 2.0.0-phase4b
AI Exposure
67/100
High

How much of this occupation’s work can be materially affected by current AI systems.

Replacement Risk
57/100
Moderate

How likely exposure is to translate into reduced human demand.

Includes provisional estimates for AI adoption pressure and labour-market resilience. How this is measured

Evidence quality
Confidence82/100
Task coverage87%

Confidence reflects task coverage, mapping and capability-evidence quality, and how much of the score rests on provisional inputs.

Task-level evidence

What is driving the score?

Occupation scores are built from the task mix—not a single prediction about a job title.

JVS 2.0.0-phase4b
TaskImportanceAI impactExposure
Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.High
75
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.High
73
Attend to children's basic needs by feeding them, dressing them, or changing their diapers.High
75
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.High
62
Develop or implement strategies to meet the needs of students with a variety of disabilities.High
69
Establish and enforce rules for behavior and procedures for maintaining order among students.High
62
Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.High
61
Teach students personal development skills, such as goal setting, independence, or self-advocacy.High
62
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.High
75
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.High
51
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.High
75
Organize and supervise games or other recreational activities to promote physical, mental, or social development.High
72
Observe and evaluate students' performance, behavior, social development, and physical health.High
61
Establish and communicate clear objectives for all lessons, units, and projects to students, parents, or guardians.High
70
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.High
70
Serve meals or snacks in accordance with nutritional guidelines.Medium
75
Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.High
53
Arrange indoor or outdoor space to facilitate creative play, motor-skill activities, or safety.High
75
Modify the general preschool curriculum for students with disabilities.High
63
Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or requirements.High
75
Monitor teachers or teacher assistants to ensure adherence to special education program requirements.High
54
Organize and display students' work in a manner appropriate for their perceptual skills.Medium
70
Present information in audio-visual or interactive formats, using computers, television, audio-visual aids, or other equipment, materials, or technologies.Medium
73
Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).High
73
Control the inventory or distribution of classroom equipment, materials, or supplies.Medium
73
Administer tests to help determine children's developmental levels, needs, or potential.High
72
Prepare reports on students and activities as required by administration.High
71
Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.High
49
Most exposed

Where AI can do more

Routine, digitized, and highly repeatable tasks face the greatest pressure.

  1. Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.75
  2. Attend to children's basic needs by feeding them, dressing them, or changing their diapers.75
  3. Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.75
  4. Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.75
Hardest to automate

Where people still matter

These tasks score lowest on automation feasibility—physical presence, judgement, accountability and real-world variability all resist end-to-end automation.

  1. Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.01
  2. Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.02
  3. Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.03
  4. Monitor teachers or teacher assistants to ensure adherence to special education program requirements.04
  5. Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.05
Where else this work leads

Related occupations

Occupations O*NET links to this one. Relatedness reflects shared work, not a claim that these roles are safer.

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Beyond AI capability

Adoption and labour-market outlook

Structural factors are kept separate from raw capability so you can see what actually resists automation. Adoption pressure and labour-market resilience are still provisional models—25% of this occupation’s replacement-risk weight rests on them.

Human dependency58
Physical dependency47
Adoption pressure49
Labour-market resilience62
Methodology & sources

O*NET 30.3 occupational data interpreted through the JobsVsAI capability, automation and structural-constraint models.

Confidence82/100
CalculatedAug 21, 2026
Read methodology →