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Special Education Teachers, Preschool

SOC 25-2051.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers special education practice for preschool students with disabilities, spanning direct instruction, IEP development, interdisciplinary collaboration, family engagement, and program leadership within early childhood special education settings from classroom to organizational levels.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Individualized Educational Plans (IEPs) — assist in drafting initial goals and objectives under the supervision of a lead special educator in a preschool inclusion setting.
  2. Special educational strategies — apply foundational sensory-motor and perceptual techniques during structured lessons under direct mentor guidance in an early childhood classroom.
  3. Socially acceptable behavior — implement pre-designed behavior modification protocols with close oversight in a self-contained preschool special education environment.
  4. Nonverbal communication techniques — use gestures, facial expressions, and physical proximity to provide comfort and encouragement to preschool students with special needs under supervision.
  5. Basic skill instruction — deliver structured lessons on color, shape, number, and letter recognition to young learners with disabilities following a cooperating teacher's established lesson plans.
  6. Student progress data — collect and record observational notes and assessment data using provided forms and software tools in a preschool special education classroom.
  7. Family communication — participate in scheduled conferences with parents and caregivers under the guidance of a supervising teacher to share student progress updates.
  8. Personal hygiene and self-care routines — support students through structured daily routines following established protocols and individualized care plans in a preschool setting.
  9. Assistive technology tools — operate basic device drivers, educational software, and internet browser applications under direction to support instructional activities for students with disabilities.
  10. Disability accommodation strategies — identify and apply pre-approved accommodation techniques for students with a variety of disabilities under the direction of a lead special educator.
Developing
Mid-level / Established
  1. Individualized Educational Plans (IEPs) — develop and maintain goal-aligned IEP documents with reduced oversight, coordinating input from parents and specialists in a preschool special education program.
  2. Sensory and perceptual-motor skill development — design and deliver routine instructional sequences targeting cognition, language, and motor skill growth across a caseload of preschool students with special needs.
  3. Positive reinforcement systems — implement and adjust behavior modification and positive reinforcement strategies independently to promote socially acceptable behavior in an early childhood classroom.
  4. Collaborative team meetings — contribute substantively to IEP team conferences with parents, administrators, and social workers, sharing assessment findings and recommending instructional adjustments.
  5. Personal development skill instruction — teach goal-setting, independence, and early self-advocacy skills to preschool students using structured curricula adapted to individual developmental levels.
  6. Student progress monitoring — analyze ongoing assessment data and adjust instruction routinely using spreadsheet and database software to track student outcomes across developmental domains.
  7. Differentiated disability strategies — implement a range of evidence-based strategies to address varying disability profiles within a mixed-needs preschool classroom with limited supervisory support.
  8. Social skill development — facilitate structured social skill groups using established curricula and behavior supports, adapting activities to individual student needs in a preschool context.
  9. Written communication — compose clear progress notes, evaluation summaries, and parent correspondence using word processing and email software in a preschool special education department.
  10. Assistive and instructional technology — integrate computer-based training software, presentation tools, and graphics applications into daily instruction to support diverse learners in a preschool setting.
Proficient
Senior / Expert IC
  1. Comprehensive IEP development — independently design, implement, and evaluate individualized educational plans that address educational, physical, and social development for a full caseload in a preschool special education program.
  2. Advanced instructional strategy — autonomously select and apply specialized techniques targeting language, cognition, memory, and sensory-motor integration for students with complex and co-occurring disabilities in a preschool environment.
  3. Interdisciplinary collaboration — lead IEP team meetings with parents, administrators, psychologists, and related service providers, synthesizing multidisciplinary findings into cohesive and actionable educational plans.
  4. Behavioral intervention expertise — design individualized behavior intervention plans grounded in applied behavior analysis and positive behavior supports for preschool students with significant behavioral challenges.
  5. Self-advocacy curriculum — develop and deliver age-appropriate personal development and self-advocacy programming that builds independence in young learners with disabilities across preschool and transition contexts.
  6. Critical problem-solving — evaluate complex student learning and behavioral situations, apply deductive and inductive reasoning, and implement non-routine solutions without supervisory input in a preschool special education setting.
  7. Systems-level evaluation — assess the effectiveness of instructional programs, assistive technologies, and accommodation frameworks across an entire preschool special education classroom caseload using data-driven methods.
  8. Family and community engagement — facilitate nuanced, culturally responsive communication with diverse families, translating assessment and IEP content into accessible language during high-stakes conferences in a school setting.
  9. Nonverbal and multimodal communication — employ a full repertoire of nonverbal, augmentative, and alternative communication strategies autonomously to support comprehension and expression in nonspeaking or minimally verbal preschool students.
  10. Professional judgment and ethics — apply advanced judgment in ambiguous situations involving student safety, disability classification, and service eligibility, aligning decisions with IDEA mandates and public safety standards in a preschool program.
Advanced
Lead / Principal / Executive
  1. Program architecture — design and lead a comprehensive preschool special education program, establishing instructional frameworks, service delivery models, and IEP quality standards at the school or district level.
  2. Organizational policy development — author and advocate for evidence-based policies governing early childhood special education practices, disability identification criteria, and inclusive programming across a district or regional system.
  3. Mentorship and professional development — develop and facilitate ongoing training for special education teachers, paraprofessionals, and related service staff, building instructional capacity across an early childhood special education department.
  4. Cross-system leadership — lead interagency coordination among school districts, health agencies, social service organizations, and early intervention programs to align services for preschool children with disabilities at scale.
  5. Strategic IEP systems oversight — establish quality assurance protocols and data systems for IEP development and compliance monitoring, ensuring programmatic fidelity across multiple preschool special education classrooms and sites.
  6. Applied research integration — synthesize emerging research in special education, developmental psychology, and therapy to direct programmatic innovation and evidence-based practice adoption across an organization.
  7. Equity and access leadership — lead school- or district-wide initiatives to reduce disproportionality in disability identification and placement, driving systemic improvements in access and outcomes for underserved preschool populations.
  8. Stakeholder communication at scale — present program outcomes, policy recommendations, and resource needs to school boards, legislative bodies, and community partners, representing the preschool special education division at an organizational level.
  9. Technology and data infrastructure — direct the selection, implementation, and evaluation of educational and administrative technology platforms that support data-driven IEP management and instructional delivery across a preschool special education system.
  10. Cultural and ethical standards leadership — establish and model organizational norms of empathy, dependability, and ethical practice, shaping the professional culture of a preschool special education department through visible and sustained leadership.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-assisted IEP drafting — uses an AI writing tool to generate initial draft language for Individual Education Plans under supervisor review, manually verifying that every goal reflects direct observation of the child Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Behavior strategy research delegation — hands off a described student behavior profile to an AI assistant to surface evidence-based modification techniques, then cross-checks recommendations against the child's current IEP and family input Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Documentation time compression — routes routine progress-note templates and family communication drafts to an AI tool, recovering time that is redirected toward direct sensory-motor and language instruction Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. IEP goal refinement workflow — directs an AI assistant through successive drafts of measurable IEP goals, retaining authorship of developmental sequencing and keeping all final decisions grounded in direct classroom observation Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Differentiated instructional resource generation — prompts an AI tool to produce adapted activity sheets and visual supports for specific cognitive or perceptual-motor targets, then evaluates each resource against the child's sensory profile before use.
  3. Regulatory compliance cross-check — runs draft IEP documents through an AI tool to flag missing procedural elements required under IDEA, while personally adjudicating every educational and therapeutic decision Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Human-centered AI boundary setting — establishes team-wide protocols distinguishing tasks appropriately delegated to AI (documentation, resource drafting, data summarization) from tasks requiring irreplaceable nonverbal attunement and social perceptiveness, communicating rationale to paraprofessionals and families Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. AI-assisted progress data synthesis — orchestrates an AI tool to aggregate anecdotal records and assessment scores across multiple students into trend summaries, then applies critical clinical judgment to identify children whose trajectories require IEP amendment or related-services referral Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  3. Coaching peers in AI-tool integration — models responsible AI use for teaching assistants and student teachers, demonstrating how to prompt effectively for adapted materials while preserving the primacy of direct child observation and relationship-based reinforcement WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Evidence pack
AEI usage
Task observations: 50
Augment share: 5%
Time saved: 90%
AI autonomy: 3.68
SAFI positioning
Top skill: Speaking
Score: 48.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication11 statements
Emerging
  1. Nonverbal communication basics — applies gestures, facial expressions, and physical proximity to provide comfort and encouragement to preschool students with special needs in classroom settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Parent interaction — conveys basic student progress updates to families using accessible, jargon-free language during scheduled conferences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. IEP documentation — drafts written individualized education plan components using clear, measurable language aligned to student developmental goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Multi-modal instruction — adjusts verbal and nonverbal communication strategies across sensory, cognitive, and language ability levels within a diverse preschool classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Team communication — shares relevant student behavioral and developmental observations with aides, specialists, and administrators in structured team meetings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. IEP collaboration facilitation — communicates student needs, progress, and instructional strategies clearly to multidisciplinary teams including parents, social workers, and testing specialists during formal IEP meetings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Differentiated explanatory communication — delivers concept instruction for color, shape, number, and letter recognition using varied modalities tailored to each student's communication profile O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Crisis and safety communication — conveys urgent behavioral or safety concerns to administrators and families with accuracy and appropriate urgency in real-time situations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Communication system design — develops and models individualized augmentative and alternative communication strategies for students with significant language delays, guiding paraprofessionals and families in consistent implementation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Stakeholder communication leadership — leads IEP meetings as primary communicator, synthesizing input from psychologists, therapists, and administrators into coherent, actionable plans communicated accessibly to all parties Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Professional development communication — presents evidence-based communication strategies for special needs preschoolers to colleagues and community partners, advancing program-wide practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership11 statements
Emerging
  1. Classroom routine leadership — initiates and maintains predictable daily routines that provide structure and safety for preschool students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Paraprofessional direction — provides basic task guidance to classroom aides during instructional activities supporting students with special needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. IEP goal ownership — takes initiative in setting, documenting, and monitoring individualized education plan goals for each student across developmental domains Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral leadership — leads implementation of behavior modification and positive reinforcement systems consistently across the classroom environment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Team coordination — coordinates daily responsibilities among paraprofessionals, volunteers, and specialists to ensure cohesive support for each student's needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Student self-advocacy development — leads instruction in goal setting, independence, and self-advocacy skills, equipping students to communicate their own needs progressively O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. IEP process leadership — leads the design, coordination, and review of individualized education plans in collaboration with multidisciplinary teams, taking accountability for outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Inclusive classroom culture — establishes and sustains a classroom culture of dignity, safety, and belonging that reflects accountability for every student's developmental trajectory Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program development leadership — leads curriculum and intervention design initiatives across the special education preschool program, mentoring new teachers and influencing school-wide policy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Family empowerment leadership — guides families in understanding disability rights, IEP processes, and home-based support strategies, building their capacity as active advocates for their children Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Crisis leadership — leads team response to acute behavioral or safety incidents, making rapid decisions that protect student well-being and guide staff through de-escalation protocols O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
3Metacognition10 statements
Emerging
  1. Instructional self-reflection — identifies personal strengths and gaps in applying special education strategies after individual lessons with preschool students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes which instructional approaches are producing developmental responses in students and which require adjustment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Lesson planning self-monitoring — evaluates own instructional decisions before and during delivery, adjusting pacing and modality based on observed student engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional knowledge gap identification — recognizes limits in own knowledge of specific disabilities or intervention approaches and seeks targeted professional development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Reflective IEP practice — systematically reviews own IEP goal-setting and progress-monitoring decisions, identifying patterns that improve or impede student developmental outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Teaching strategy evaluation — analyzes effectiveness of sensory-motor, language, and cognitive instruction techniques used with individual students, revising approaches based on evidence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Bias recognition — identifies personal assumptions about student capability or disability that may influence instructional decisions and actively corrects for them Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Metacognitive modeling — explicitly teaches preschool students with disabilities age-appropriate self-monitoring strategies such as recognizing when they need help or when a task is complete Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Systemic instructional critique — leads peer reflection processes that examine collective instructional assumptions across the special education team, driving evidence-based practice revision Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Adaptive expertise — continuously reconstructs personal mental models of child development and disability based on emerging research, translating updated understanding into refined classroom practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking11 statements
Emerging
  1. Assessment data interpretation — reads and begins to interpret developmental screening results and evaluation reports to understand individual student profiles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral pattern observation — identifies recurring behavioral triggers or responses in preschool students with special needs and notes them for further analysis Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Disability-specific strategy selection — evaluates available instructional strategies against individual student disability profiles, selecting approaches most aligned to documented needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. IEP goal reasoning — constructs measurable IEP goals grounded in developmental baselines, assessment evidence, and research-supported benchmarks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Competing evidence evaluation — weighs parent-reported observations against assessment data and classroom observations to form a balanced understanding of student functioning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Intervention efficacy analysis — systematically examines student response-to-intervention data to determine whether current strategies are producing intended developmental gains Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Root cause analysis of behavioral challenges — identifies underlying sensory, communicative, or environmental factors driving challenging behavior rather than responding to surface symptoms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Multi-source synthesis — integrates input from psychologists, speech therapists, occupational therapists, and families to form a coherent, evidence-based instructional plan for each student O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Program evaluation leadership — critically analyzes school-wide special education data to identify systemic gaps in early intervention effectiveness and proposes evidence-based program improvements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Diagnostic instructional reasoning — applies advanced knowledge of disability etiology and developmental psychology to identify subtle learning or sensory processing needs not yet formally diagnosed, initiating appropriate referral pathways Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Ethical dilemma resolution — navigates complex situations involving competing student, family, and institutional interests, applying principled reasoning to reach decisions that prioritize student welfare Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration11 statements
Emerging
  1. Paraprofessional partnership — works cooperatively with classroom aides to implement daily instructional activities for preschool students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Parent relationship building — establishes initial trust with families by listening actively to concerns and sharing observational updates about their child Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Multidisciplinary team participation — contributes relevant classroom observations and instructional data to IEP team meetings alongside specialists, administrators, and parents Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Shared goal alignment — aligns instructional strategies with those used by speech-language pathologists, occupational therapists, and behavioral specialists to ensure consistent student support O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Conflict navigation — manages disagreements with parents or team members about student placement or services with respect and a focus on shared student outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. IEP co-construction — collaborates with parents, testing specialists, social workers, and administrators to jointly develop and refine individualized education plans that reflect all stakeholder expertise Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Transition collaboration — coordinates with receiving kindergarten teams to plan transitions that preserve continuity of support for students with disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Community resource integration — partners with social services, early intervention agencies, and community organizations to extend student and family support beyond the classroom O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Collaborative model building — designs and leads co-teaching or collaborative service delivery models that integrate specialist support seamlessly into preschool special education instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Family-school partnership development — creates structures for ongoing, reciprocal collaboration with diverse families, including those facing language, cultural, or socioeconomic barriers to full IEP participation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Cross-agency collaboration — leads coordination across education, health, and social service systems to secure comprehensive early intervention supports for students with complex disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character11 statements
Emerging
  1. Confidentiality adherence — handles student IEP and assessment records with appropriate discretion in compliance with FERPA and school privacy policies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Consistent presence — shows up reliably and prepared for each student's instructional day, honoring the dependency that preschool students with special needs place on routine and trusted adults Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Ethical advocacy — raises concerns about inadequate student services or unsafe practices through appropriate channels, prioritizing student welfare over personal convenience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Cultural humility — approaches families from diverse cultural, linguistic, and socioeconomic backgrounds with respect and suspends assumptions about parenting practices or disability beliefs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Accountability for outcomes — acknowledges when instructional strategies are not producing expected student growth and takes ownership of revising the approach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Mandated reporting integrity — identifies and reports suspected abuse or neglect of students with disabilities in compliance with public safety and child protection obligations without delay O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional boundaries — maintains appropriate relational boundaries with students and families while providing the warm, trusting environment essential to early childhood special education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Equity-centered practice — consistently examines instructional and evaluation decisions for bias, ensuring students from marginalized groups receive equitable access to quality special education services Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership modeling — demonstrates and articulates principled decision-making in ambiguous or politically complex situations, setting a standard of integrity for the broader special education team Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic equity advocacy — advocates within institutional and policy contexts for resource equity, appropriate identification practices, and culturally responsive special education services for underserved preschool populations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Trust as professional legacy — builds a sustained reputation among families, students, and colleagues as a principled, compassionate educator whose accountability and care define the program's culture Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity11 statements
Emerging
  1. Adaptive material use — modifies standard preschool materials such as picture cards, sensory bins, and manipulatives to make them accessible for students with motor or sensory disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Novel reinforcement strategies — experiments with varied positive reinforcement approaches to identify what motivates individual students with different disability profiles O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Environment design creativity — arranges and modifies the classroom physical environment creatively to support sensory regulation, independence, and engagement for students with diverse needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Lesson differentiation — designs multi-modal learning experiences for concepts such as shapes, numbers, and personal hygiene that engage students across a wide range of developmental abilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavioral intervention innovation — generates original behavior support strategies when standard approaches have not produced results for a specific student Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Individualized intervention design — creates customized instructional sequences that combine sensory-motor, language, and cognitive techniques in novel configurations matched to each student's IEP goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assistive technology integration — identifies and creatively adapts low- and high-tech tools to expand communication and participation options for preschool students with significant disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Family engagement innovation — designs creative home-school connection activities that help families reinforce IEP goals within everyday routines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Curriculum innovation leadership — develops original preschool special education curricula that integrate best practices in developmental, behavioral, and sensory intervention in ways not available in standard programs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Problem-solving at system level — generates innovative solutions to structural barriers in special education service delivery, such as therapist shortages or limited transition supports, piloting new models for school adoption Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Creative assessment design — develops novel informal assessment tools that capture developmental progress for students whose disabilities make standardized measurement inadequate Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
8Growth Mindset11 statements
Emerging
  1. Student potential orientation — approaches each preschool student with a disability as capable of growth, resisting deficit-based assumptions about developmental ceilings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback receptivity — accepts supervisory feedback on instructional practice and attempts application in subsequent lessons without defensiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Challenge persistence — continues refining intervention strategies for students showing minimal early progress, treating slow gains as information rather than failure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional learning engagement — actively pursues knowledge in areas such as applied behavior analysis, AAC, or sensory integration when student needs exceed current expertise Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Effort attribution — explicitly teaches students with special needs that effort and practice, not fixed ability, drive skill development in areas like communication and self-care O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Iterative IEP refinement — treats each IEP review cycle as an opportunity to learn from what worked and what did not, consistently improving goal quality and strategy selection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Setback reframing — models constructive responses to student regression, team disagreements, or policy constraints, maintaining instructional momentum and student-centered focus Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Peer learning participation — seeks out observation, co-teaching, and mentorship opportunities to expand instructional repertoire for serving preschool students with a variety of disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth culture cultivation — establishes a classroom and team environment where effort, experimentation, and learning from failure are explicitly valued and rewarded for both students and colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Long-view developmental thinking — maintains high expectations and persistent optimism for student growth trajectories even when short-term data show plateaus, guiding families to adopt the same orientation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Field-level learning leadership — contributes findings from classroom practice to professional learning communities, conferences, or publications, advancing collective knowledge in early childhood special education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness11 statements
Emerging
  1. Emotional presence — maintains calm, regulated affect during daily classroom interactions with preschool students who exhibit challenging behaviors or high emotional needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Sensory environment awareness — notices and responds to environmental stimuli such as noise, light, and crowding that may dysregulate students with sensory processing differences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Intentional attention allocation — directs focused attention to individual students during assessment or instruction without allowing competing classroom demands to compromise observation quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Stress regulation in high-demand moments — employs personal regulation strategies during behavioral crises or high-stakes IEP meetings to maintain clear judgment and composed communication Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Transition mindfulness — prepares students with disabilities for schedule transitions through anticipatory cues and calm, deliberate routines that reduce anxiety and behavioral disruption O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Co-regulation modeling — provides consistent, attuned co-regulation support to preschool students with disabilities, using voice, touch, and pacing to help students return to a calm, learning-ready state Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Intentional IEP meeting presence — enters high-stakes meetings with parents and specialists with focused awareness of emotional dynamics, managing personal reactions to navigate sensitive conversations productively Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Responsive instructional pacing — reads moment-to-moment student cues such as fatigue, overstimulation, or distress and adjusts instructional pace and content in real time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Mindfulness curriculum integration — embeds developmentally appropriate mindfulness and self-regulation activities into daily preschool routines, building foundational emotional regulation skills in students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Team mindfulness leadership — models and coaches colleagues and paraprofessionals in mindful classroom practices, building a team culture of regulated, present, and intentional student interaction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Systemic stress awareness — identifies and addresses structural contributors to teacher and student dysregulation at the program level, advocating for caseload, scheduling, and environmental adjustments that support sustainable wellbeing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude11 statements
Emerging
  1. Routine persistence — maintains consistent instructional effort across days when student progress is slow, behavioral challenges are high, or administrative demands are heavy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Uncertainty tolerance — continues working effectively with students whose disability presentations or developmental trajectories are not yet fully understood or stabilized Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Bureaucratic resilience — navigates complex IEP paperwork, compliance requirements, and institutional processes without allowing administrative burden to diminish instructional quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Advocacy persistence — continues pursuing appropriate services and accommodations for students even when facing institutional resistance or resource constraints Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Emotional endurance — sustains compassionate engagement with families in crisis, students with severe behavioral needs, and high-conflict IEP situations without emotional withdrawal or burnout Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Long-term student investment — maintains committed, high-quality instruction and advocacy for individual students across months of gradual or nonlinear developmental progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Crisis recovery — restores classroom stability and relational trust after significant behavioral incidents, transitions, or team disruptions without abandoning student-centered goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Courageous communication — delivers difficult truths to parents about their child's developmental status or needed services with compassion and honesty, even when the conversation is unwelcome Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Systemic advocacy courage — challenges inequitable policies, underfunding, or inadequate identification practices affecting preschool students with disabilities at administrative and community levels despite institutional risk Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mentoring through adversity — supports early-career special education teachers through their first experiences with severe behavioral challenges, family grief, or systemic frustrations, building their professional resilience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Sustained mission commitment — maintains high professional standards, student advocacy, and innovative practice across years in a high-demand field, serving as a model of durable vocational fortitude for the broader educational community Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Autistic Teacher · Behavior Interventionist · Behavioral Interventionist · Blind Teacher · Braille Teacher · Deaf Education Teacher · Deaf Teacher · Early Childhood Special Education Teacher (ECSE Teacher) · Early Childhood Special Educator (EC Special Educator) · Early Intervention Specialist · Early Intervention Teacher · ED Teacher (Emotional Disabilities Teacher)
RAPIDS apprenticeships
—
O*NET skills
SpeakingActive ListeningSocial PerceptivenessReading ComprehensionCritical ThinkingMonitoringWritingLearning StrategiesActive LearningInstructingService OrientationJudgment and Decision MakingCoordinationComplex Problem SolvingSystems AnalysisSystems EvaluationTime ManagementPersuasion
Knowledge domains
English LanguageEducation and TrainingPsychologyPublic Safety and SecurityTherapy and CounselingComputers and ElectronicsAdministrativeCustomer and Personal Service
Abilities
Oral ExpressionWritten ComprehensionOral ComprehensionSpeech ClarityProblem SensitivityDeductive ReasoningInductive ReasoningWritten ExpressionSpeech RecognitionSelective Attention
Work styles
EmpathyCooperationDependabilityOptimismSelf-ControlSincerity
Technology
Data base user interface and query softwareComputer based training softwareGraphics or photo imaging softwareElectronic mail softwareSpreadsheet softwareOffice suite softwarePresentation softwareWord processing softwareDevice drivers or system softwareInternet browser software
Tasks · seed anchors for statements
  1. Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
  2. Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  3. Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.
  4. Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.
  5. Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.
  6. Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).
  7. Teach students personal development skills, such as goal setting, independence, or self-advocacy.
  8. Develop or implement strategies to meet the needs of students with a variety of disabilities.
CIP education codes
13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101513.1016

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith Durable Skills Framework. © 2026 EBSCOed.