{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:38:12.398Z","occupation":{"soc":"25-9043.00","title":"Teaching Assistants, Special Education","group":"Educational Instruction & Library","sector":"61","jobZone":3,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers K–12 special education environments where teaching assistants support students with diverse disabilities across classrooms, therapy settings, and common school areas under varying levels of specialist supervision.","levels":{"emerging":{"label":"Emerging","statements":["Student support needs — identify and report under direct supervision of a lead special education teacher in a self-contained classroom.","Positive reinforcement techniques — apply basic behavior modification strategies following scripted protocols provided by supervising instructors.","Student supervision — monitor assigned students in classrooms, hallways, and cafeterias under the guidance of a credentialed special education teacher.","Assistive devices and supportive technology — retrieve, distribute, and assist students in using under step-by-step direction in a resource room setting.","Therapeutic regimen tasks — carry out structured personal development activities as directed by supervising psychologists or speech-language pathologists.","Individual tutoring sessions — assist single students or small groups with assigned tasks under a teacher's lesson plan in a general or special education classroom.","School policies and behavioral rules — enforce standard administration guidelines consistently in supervised school environments.","Active listening skills — demonstrate attentive, patient listening when students communicate needs or concerns in a special education classroom.","Instructional materials — prepare, organize, and distribute materials for special education lessons under teacher direction.","Electronic mail and scheduling software — use basic communication and calendar tools to receive daily assignments and duty schedules from supervising staff."]},"developing":{"label":"Developing","statements":["Individualized student assistance — provide targeted support to students with diverse disabilities, adapting approaches within familiar classroom routines with reduced direct oversight.","Behavior modification programs — implement structured behavior modification plans consistently across classroom and common-area environments, tracking outcomes for teacher review.","Multi-setting student supervision — manage student conduct independently across classrooms, gymnasiums, school yards, and field trips, applying established safety protocols.","Assistive technology support — troubleshoot and configure common assistive devices and software tools to meet individual student accessibility needs in daily school activities.","Sensory and perceptual-motor skill development — apply teacher-specified instructional strategies during sessions designed to improve students' motor coordination, language, or cognitive skills.","Small-group tutoring — facilitate recurring small-group learning sessions, reinforcing lesson concepts and adjusting pacing based on observed student comprehension.","Social skills instruction — teach and model socially acceptable behaviors using established techniques during structured classroom and social activities.","Student progress monitoring — record and summarize behavioral and academic observations using data entry software for review by the supervising special education team.","Coordination with support staff — collaborate routinely with teachers, therapists, and paraprofessionals to align daily support strategies for assigned students.","Multimedia educational software — use interactive and video-based instructional tools to supplement lessons and reinforce learning concepts in a special education setting."]},"proficient":{"label":"Proficient","statements":["Complex student needs — autonomously assess and respond to a wide range of physical, cognitive, and behavioral challenges across the full school day without routine supervision.","Individualized behavior intervention — design and adapt behavior modification and positive reinforcement strategies for students with varied and non-routine behavioral profiles in inclusive and self-contained settings.","Comprehensive supervision management — independently oversee student safety and conduct across all school environments, including escalated or crisis situations, applying de-escalation and self-control techniques.","Advanced assistive technology integration — evaluate, configure, and train students in using a range of assistive and supportive technologies matched to each student's IEP goals.","Therapeutic regimen co-implementation — partner with psychologists and speech-language pathologists to carry out nuanced therapeutic programs, adjusting delivery based on real-time student response.","Differentiated instructional support — employ specialized educational strategies to address sensory, perceptual-motor, language, and memory development needs across multiple students simultaneously.","Critical problem-solving in instruction — identify learning barriers, generate alternative instructional approaches, and resolve non-routine academic challenges during tutoring and classroom support.","Data-driven progress documentation — compile detailed behavioral and academic progress records using database and project management software to inform IEP reviews and team decisions.","Family and interdisciplinary communication — communicate clearly and empathetically with families and specialist teams via desktop communication and video conferencing tools about student progress.","Policy enforcement and student advocacy — uphold institutional policies while advocating appropriately for student needs and equitable treatment in all school settings."]},"advanced":{"label":"Advanced","statements":["Program-level student support strategy — lead the development and continuous improvement of support frameworks for students with special needs across an entire school or district program.","Paraprofessional staff mentorship — coach, model best practices for, and evaluate emerging and developing teaching assistants, fostering professional growth within the special education team.","Institutional behavior support systems — spearhead school-wide positive behavioral intervention and support initiatives, advising administrators on evidence-based approaches to student conduct.","Assistive technology leadership — evaluate emerging assistive and educational technologies at the organizational level and guide procurement, training, and implementation for special education programs.","Interdisciplinary team coordination — lead cross-functional collaboration among teachers, psychologists, speech-language pathologists, and administrators to align therapeutic and instructional goals for high-need student populations.","IEP process contribution — provide expert observational and functional data that directly informs Individualized Education Program development, modifications, and compliance across caseloads.","Professional learning facilitation — design and deliver training sessions for instructional staff on special education strategies, learning accommodations, and culturally responsive practices.","Data and reporting infrastructure — establish and oversee systematic data collection, tracking, and reporting protocols using database and project management tools to support program accountability.","Crisis intervention and policy leadership — advise administrators on policy revisions related to student behavioral crises, safety procedures, and inclusive practice based on documented field expertise.","Community and stakeholder engagement — represent the special education program in family, community, and district forums, translating complex student needs into accessible information to build broad support."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}