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Teaching Assistants, Special Education

SOC 25-9043.00Job Zone 3 · Medium Preparationv.26.05

Context coveredThis 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.

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. Student support needs — identify and report under direct supervision of a lead special education teacher in a self-contained classroom.
  2. Positive reinforcement techniques — apply basic behavior modification strategies following scripted protocols provided by supervising instructors.
  3. Student supervision — monitor assigned students in classrooms, hallways, and cafeterias under the guidance of a credentialed special education teacher.
  4. Assistive devices and supportive technology — retrieve, distribute, and assist students in using under step-by-step direction in a resource room setting.
  5. Therapeutic regimen tasks — carry out structured personal development activities as directed by supervising psychologists or speech-language pathologists.
  6. 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.
  7. School policies and behavioral rules — enforce standard administration guidelines consistently in supervised school environments.
  8. Active listening skills — demonstrate attentive, patient listening when students communicate needs or concerns in a special education classroom.
  9. Instructional materials — prepare, organize, and distribute materials for special education lessons under teacher direction.
  10. Electronic mail and scheduling software — use basic communication and calendar tools to receive daily assignments and duty schedules from supervising staff.
Developing
Mid-level / Established
  1. Individualized student assistance — provide targeted support to students with diverse disabilities, adapting approaches within familiar classroom routines with reduced direct oversight.
  2. Behavior modification programs — implement structured behavior modification plans consistently across classroom and common-area environments, tracking outcomes for teacher review.
  3. Multi-setting student supervision — manage student conduct independently across classrooms, gymnasiums, school yards, and field trips, applying established safety protocols.
  4. Assistive technology support — troubleshoot and configure common assistive devices and software tools to meet individual student accessibility needs in daily school activities.
  5. Sensory and perceptual-motor skill development — apply teacher-specified instructional strategies during sessions designed to improve students' motor coordination, language, or cognitive skills.
  6. Small-group tutoring — facilitate recurring small-group learning sessions, reinforcing lesson concepts and adjusting pacing based on observed student comprehension.
  7. Social skills instruction — teach and model socially acceptable behaviors using established techniques during structured classroom and social activities.
  8. Student progress monitoring — record and summarize behavioral and academic observations using data entry software for review by the supervising special education team.
  9. Coordination with support staff — collaborate routinely with teachers, therapists, and paraprofessionals to align daily support strategies for assigned students.
  10. Multimedia educational software — use interactive and video-based instructional tools to supplement lessons and reinforce learning concepts in a special education setting.
Proficient
Senior / Expert IC
  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. Differentiated instructional support — employ specialized educational strategies to address sensory, perceptual-motor, language, and memory development needs across multiple students simultaneously.
  7. Critical problem-solving in instruction — identify learning barriers, generate alternative instructional approaches, and resolve non-routine academic challenges during tutoring and classroom support.
  8. Data-driven progress documentation — compile detailed behavioral and academic progress records using database and project management software to inform IEP reviews and team decisions.
  9. Family and interdisciplinary communication — communicate clearly and empathetically with families and specialist teams via desktop communication and video conferencing tools about student progress.
  10. Policy enforcement and student advocacy — uphold institutional policies while advocating appropriately for student needs and equitable treatment in all school settings.
Advanced
Lead / Principal / Executive
  1. 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.
  2. Paraprofessional staff mentorship — coach, model best practices for, and evaluate emerging and developing teaching assistants, fostering professional growth within the special education team.
  3. Institutional behavior support systems — spearhead school-wide positive behavioral intervention and support initiatives, advising administrators on evidence-based approaches to student conduct.
  4. Assistive technology leadership — evaluate emerging assistive and educational technologies at the organizational level and guide procurement, training, and implementation for special education programs.
  5. 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.
  6. IEP process contribution — provide expert observational and functional data that directly informs Individualized Education Program development, modifications, and compliance across caseloads.
  7. Professional learning facilitation — design and deliver training sessions for instructional staff on special education strategies, learning accommodations, and culturally responsive practices.
  8. Data and reporting infrastructure — establish and oversee systematic data collection, tracking, and reporting protocols using database and project management tools to support program accountability.
  9. 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.
  10. 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.

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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.

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Source anchors that ground each statement

Related titles
Assistant Instructor · Basic Skills Improvement Program Instructional Aide (BSIP Instructional Aide) · Classroom Paraprofessional · Co-Teacher · Early Childhood SPED PARA (Early Childhood Special Education Paraprofessional) · Education Support Professional · Educational Assistant · Paraeducator · Paraprofessional (Para) · Special Needs Para (Special Needs Paraprofessional) · Special Programs Instructional Assistant · Specialized Programs TA (Specialized Programs Teacher Assistant)
RAPIDS apprenticeships
—
O*NET skills
Active ListeningSpeakingSocial PerceptivenessService OrientationReading ComprehensionLearning StrategiesMonitoringInstructingCritical ThinkingWritingCoordinationPersuasionComplex Problem SolvingActive Learning
Knowledge domains
English LanguagePsychology
Abilities
Oral ComprehensionOral ExpressionProblem SensitivitySpeech RecognitionSpeech ClarityNear VisionWritten ComprehensionDeductive ReasoningInformation OrderingFluency of Ideas
Work styles
CooperationDependabilityEmpathyOptimismSocial OrientationSelf-Control
Technology
Computer based training softwareData base user interface and query softwareDesktop communications softwareElectronic mail softwareVideo creation and editing softwareProject management softwareVideo conferencing softwareSpell checkersCalendar and scheduling softwareMulti-media educational software
Tasks · seed anchors for statements
  1. Provide assistance to students with special needs.
  2. Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  3. Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
  4. Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  5. Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.
  6. Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
  7. Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
  8. Enforce administration policies and rules governing students.
CIP education codes
13.010113.100113.121013.150113.159919.070642.2814

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.