[Core] [78% incumbents] Develop or implement strategies to meet the needs of students with a variety of disabilities.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [78% incumbents] Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  DWAs: Teach life skills.

[Core] [78% incumbents] Modify the general elementary education curriculum for students with disabilities.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[Core] [78% incumbents] Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
  DWAs: Maintain student records.

[Core] [78% incumbents] Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
  DWAs: Set up classroom materials or equipment.

[Core] [78% incumbents] Coordinate placement of students with special needs into mainstream classes.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [78% incumbents] Observe and evaluate students' performance, behavior, social development, and physical health.
  DWAs: Monitor student performance. | Monitor student behavior, social development, or health. | Evaluate student work.

[Core] [78% incumbents] Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.
  DWAs: Encourage students.

[Core] [78% incumbents] Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [78% incumbents] Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
  DWAs: Direct activities of subordinates.

[Core] [78% incumbents] Teach students personal development skills, such as goal setting, independence, or self-advocacy.
  DWAs: Teach life skills.

[Core] [78% incumbents] Establish and communicate clear objectives for all lessons, units, and projects to students.
  DWAs: Develop instructional objectives.

[Core] [78% incumbents] Guide or counsel students with adjustment problems, academic problems, or special academic interests.
  DWAs: Advise students on academic or career matters.

[Core] [78% incumbents] Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
  DWAs: Attend training sessions or professional meetings to develop or maintain professional knowledge.

[Core] [77% incumbents] Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [77% incumbents] Establish and enforce rules for behavior and procedures for maintaining order among students.
  DWAs: Establish rules or policies governing student behavior.

[Core] [77% incumbents] Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
  DWAs: Assist students with special educational needs.

[Core] [77% incumbents] Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.
  DWAs: Discuss student progress with parents or guardians.

[Core] [77% incumbents] Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements.
  DWAs: Develop instructional objectives. | Develop instructional materials.

[Core] [77% incumbents] Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
  DWAs: Teach life skills.

[Core] [77% incumbents] Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [77% incumbents] Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [77% incumbents] Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
  DWAs: Monitor student performance. | Teach others to use technology or equipment.

[Core] [77% incumbents] Prepare, administer, or grade tests or assignments to evaluate students' progress.
  DWAs: Administer tests to assess educational needs or progress. | Prepare tests. | Evaluate student work.

[Core] [77% incumbents] Organize and supervise games or other recreational activities to promote physical, mental, or social development.
  DWAs: Plan educational activities.

[Core] [77% incumbents] Administer standardized ability and achievement tests to elementary students with special needs.
  DWAs: Administer tests to assess educational needs or progress.

[Core] [77% incumbents] Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers.
  DWAs: Plan experiential learning activities.

[Core] [76% incumbents] Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  DWAs: Plan educational activities.

[Core] [76% incumbents] Organize and display students' work in a manner appropriate for their perceptual skills.
  DWAs: Display student work.

[Core] [76% incumbents] Interpret the results of standardized tests to determine students' strengths and areas of need.
  DWAs: Assess educational needs of students.

--- SKILLS ---
  Active Listening (imp:4.25 lvl:3.88) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:4.25 lvl:3.88) — Talking to others to convey information effectively.
  Reading Comprehension (imp:4.12 lvl:4.00) — Understanding written sentences and paragraphs in work-related documents.
  Learning Strategies (imp:4.12 lvl:4.62) — Selecting and using training/instructional methods and procedures appropriate fo
  Critical Thinking (imp:4.00 lvl:3.75) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Writing (imp:3.75 lvl:3.88) — Communicating effectively in writing as appropriate for the needs of the audienc
  Monitoring (imp:3.62 lvl:3.88) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Active Learning (imp:3.50 lvl:3.62) — Understanding the implications of new information for both current and future pr
  Mathematics (imp:2.62 lvl:2.62) — Using mathematics to solve problems.
  Science (imp:1.88 lvl:1.00) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Education and Training (imp:4.78 lvl:5.51) — Knowledge of principles and methods for curriculum and training design, teaching
  English Language (imp:4.58 lvl:4.84) — Knowledge of the structure and content of the English language including the mea
  Customer and Personal Service (imp:4.21 lvl:4.42) — Knowledge of principles and processes for providing customer and personal servic
  Computers and Electronics (imp:3.96 lvl:4.14) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Mathematics (imp:3.84 lvl:3.56) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Administration and Management (imp:3.59 lvl:2.88) — Knowledge of business and management principles involved in strategic planning, 
  Psychology (imp:3.51 lvl:3.65) — Knowledge of human behavior and performance; individual differences in ability, 
  Public Safety and Security (imp:3.46 lvl:2.56) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Administrative (imp:3.42 lvl:3.85) — Knowledge of administrative and office procedures and systems such as word proce
  Therapy and Counseling (imp:3.23 lvl:3.72) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Personnel and Human Resources (imp:2.72 lvl:2.27) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Geography (imp:2.62 lvl:4.09) — Knowledge of principles and methods for describing the features of land, sea, an
  Sociology and Anthropology (imp:2.55 lvl:2.69) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Law and Government (imp:2.43 lvl:2.22) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Communications and Media (imp:2.29 lvl:2.09) — Knowledge of media production, communication, and dissemination techniques and m
  Telecommunications (imp:2.09 lvl:0.84) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Biology (imp:2.01 lvl:1.77) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  History and Archeology (imp:1.98 lvl:1.98) — Knowledge of historical events and their causes, indicators, and effects on civi
  Philosophy and Theology (imp:1.96 lvl:2.20) — Knowledge of different philosophical systems and religions. This includes their 
  Foreign Language (imp:1.87 lvl:1.67) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Medicine and Dentistry (imp:1.73 lvl:1.23) — Knowledge of the information and techniques needed to diagnose and treat human i
  Transportation (imp:1.67 lvl:0.75) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Chemistry (imp:1.57 lvl:0.95) — Knowledge of the chemical composition, structure, and properties of substances a
  Physics (imp:1.50) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Fine Arts (imp:1.50) — Knowledge of the theory and techniques required to compose, produce, and perform
  Production and Processing (imp:1.40) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Engineering and Technology (imp:1.40) — Knowledge of the practical application of engineering science and technology. Th
  Economics and Accounting (imp:1.33) — Knowledge of economic and accounting principles and practices, the financial mar
  Design (imp:1.28) — Knowledge of design techniques, tools, and principles involved in production of 
  Mechanical (imp:1.20) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Sales and Marketing (imp:1.08) — Knowledge of principles and methods for showing, promoting, and selling products
  Food Production (imp:1.02) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Building and Construction (imp:1.01) — Knowledge of materials, methods, and the tools involved in the construction or r

--- ABILITIES ---
  Oral Expression (imp:4.38 lvl:4.25) — The ability to communicate information and ideas in speaking so others will unde
  Oral Comprehension (imp:4.25 lvl:4.12) — The ability to listen to and understand information and ideas presented through 
  Problem Sensitivity (imp:4.12 lvl:4.00) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Speech Clarity (imp:4.12 lvl:3.88) — The ability to speak clearly so others can understand you.
  Written Comprehension (imp:4.00 lvl:4.00) — The ability to read and understand information and ideas presented in writing.
  Deductive Reasoning (imp:4.00 lvl:4.12) — The ability to apply general rules to specific problems to produce answers that 
  Inductive Reasoning (imp:3.88 lvl:3.88) — The ability to combine pieces of information to form general rules or conclusion
  Fluency of Ideas (imp:3.75 lvl:4.12) — The ability to come up with a number of ideas about a topic (the number of ideas
  Near Vision (imp:3.75 lvl:3.88) — The ability to see details at close range (within a few feet of the observer).
  Written Expression (imp:3.62 lvl:3.88) — The ability to communicate information and ideas in writing so others will under
  Information Ordering (imp:3.62 lvl:3.38) — The ability to arrange things or actions in a certain order or pattern according
  Category Flexibility (imp:3.62 lvl:3.38) — The ability to generate or use different sets of rules for combining or grouping
  Speech Recognition (imp:3.62 lvl:3.88) — The ability to identify and understand the speech of another person.
  Originality (imp:3.50 lvl:3.75) — The ability to come up with unusual or clever ideas about a given topic or situa
  Selective Attention (imp:3.50 lvl:3.12) — The ability to concentrate on a task over a period of time without being distrac
  Flexibility of Closure (imp:3.25 lvl:3.12) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Far Vision (imp:3.25 lvl:3.38) — The ability to see details at a distance.
  Perceptual Speed (imp:2.88 lvl:2.62) — The ability to quickly and accurately compare similarities and differences among
  Visualization (imp:2.88 lvl:2.62) — The ability to imagine how something will look after it is moved around or when 
  Time Sharing (imp:2.88 lvl:2.62) — The ability to shift back and forth between two or more activities or sources of
  Auditory Attention (imp:2.88 lvl:2.38) — The ability to focus on a single source of sound in the presence of other distra
  Mathematical Reasoning (imp:2.75 lvl:2.50) — The ability to choose the right mathematical methods or formulas to solve a prob
  Memorization (imp:2.75 lvl:2.50) — The ability to remember information such as words, numbers, pictures, and proced
  Number Facility (imp:2.62 lvl:2.38) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Speed of Closure (imp:2.62 lvl:2.88) — The ability to quickly make sense of, combine, and organize information into mea
  Hearing Sensitivity (imp:2.50 lvl:1.75) — The ability to detect or tell the differences between sounds that vary in pitch 
  Trunk Strength (imp:2.38 lvl:2.50) — The ability to use your abdominal and lower back muscles to support part of the 
  Visual Color Discrimination (imp:2.38 lvl:2.12) — The ability to match or detect differences between colors, including shades of c
  Wrist-Finger Speed (imp:2.12 lvl:1.38) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Static Strength (imp:2.12 lvl:1.12) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Stamina (imp:2.00 lvl:1.12) — The ability to exert yourself physically over long periods of time without getti
  Extent Flexibility (imp:2.00 lvl:1.88) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Gross Body Coordination (imp:2.00 lvl:1.25) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Depth Perception (imp:2.00 lvl:1.12) — The ability to judge which of several objects is closer or farther away from you
  Multilimb Coordination (imp:1.88 lvl:1.25) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Dynamic Strength (imp:1.88 lvl:0.88) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Explosive Strength (imp:1.75 lvl:0.75) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Gross Body Equilibrium (imp:1.75 lvl:0.88) — The ability to keep or regain your body balance or stay upright when in an unsta
  Finger Dexterity (imp:1.38 lvl:0.62) — The ability to make precisely coordinated movements of the fingers of one or bot
  Spatial Orientation (imp:1.25 lvl:0.25) — The ability to know your location in relation to the environment or to know wher
  Arm-Hand Steadiness (imp:1.25 lvl:0.50) — The ability to keep your hand and arm steady while moving your arm or while hold
  Manual Dexterity (imp:1.25 lvl:0.38) — The ability to quickly move your hand, your hand together with your arm, or your
  Control Precision (imp:1.12 lvl:0.25) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Response Orientation (imp:1.12 lvl:0.12) — The ability to choose quickly between two or more movements in response to two o
  Reaction Time (imp:1.12 lvl:0.12) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Dynamic Flexibility (imp:1.12 lvl:0.12) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Peripheral Vision (imp:1.12 lvl:0.12) — The ability to see objects or movement of objects to one's side when the eyes ar
  Glare Sensitivity (imp:1.12 lvl:0.12) — The ability to see objects in the presence of a glare or bright lighting.
  Sound Localization (imp:1.12 lvl:0.38) — The ability to tell the direction from which a sound originated.
  Rate Control (imp:1.00) — The ability to time your movements or the movement of a piece of equipment in an
  Speed of Limb Movement (imp:1.00) — The ability to quickly move the arms and legs.
  Night Vision (imp:1.00) — The ability to see under low-light conditions.

--- WORK ACTIVITIES ---
  Getting Information (imp:4.75 lvl:4.00) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Establishing and Maintaining Interpersonal Relationships (imp:4.70 lvl:4.75) — Developing constructive and cooperative working relationships with others, and m
  Organizing, Planning, and Prioritizing Work (imp:4.56 lvl:5.55) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Communicating with Supervisors, Peers, or Subordinates (imp:4.24 lvl:4.36) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Updating and Using Relevant Knowledge (imp:4.17 lvl:5.53) — Keeping up-to-date technically and applying new knowledge to your job.
  Analyzing Data or Information (imp:4.02 lvl:4.71) — Identifying the underlying principles, reasons, or facts of information by break
  Evaluating Information to Determine Compliance with Standards (imp:3.93 lvl:4.20) — Using relevant information and individual judgment to determine whether events o
  Processing Information (imp:3.85 lvl:4.49) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Identifying Objects, Actions, and Events (imp:3.84 lvl:4.66) — Identifying information by categorizing, estimating, recognizing differences or 
  Developing Objectives and Strategies (imp:3.83 lvl:4.61) — Establishing long-range objectives and specifying the strategies and actions to 
  Making Decisions and Solving Problems (imp:3.81 lvl:4.55) — Analyzing information and evaluating results to choose the best solution and sol
  Monitoring Processes, Materials, or Surroundings (imp:3.79 lvl:5.18) — Monitoring and reviewing information from materials, events, or the environment,
  Communicating with People Outside the Organization (imp:3.77 lvl:4.38) — Communicating with people outside the organization, representing the organizatio
  Documenting/Recording Information (imp:3.74 lvl:4.42) — Entering, transcribing, recording, storing, or maintaining information in writte
  Thinking Creatively (imp:3.73 lvl:4.46) — Developing, designing, or creating new applications, ideas, relationships, syste
  Training and Teaching Others (imp:3.68 lvl:4.50) — Identifying the educational needs of others, developing formal educational or tr
  Providing Consultation and Advice to Others (imp:3.64 lvl:4.09) — Providing guidance and expert advice to management or other groups on technical,
  Working with Computers (imp:3.63 lvl:3.50) — Using computers and computer systems (including hardware and software) to progra
  Judging the Qualities of Objects, Services, or People (imp:3.59 lvl:3.16) — Assessing the value, importance, or quality of things or people.
  Coaching and Developing Others (imp:3.59 lvl:4.13) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Scheduling Work and Activities (imp:3.47 lvl:4.01) — Scheduling events, programs, and activities, as well as the work of others.
  Guiding, Directing, and Motivating Subordinates (imp:3.44 lvl:4.11) — Providing guidance and direction to subordinates, including setting performance 
  Coordinating the Work and Activities of Others (imp:3.41 lvl:4.29) — Getting members of a group to work together to accomplish tasks.
  Developing and Building Teams (imp:3.40 lvl:3.94) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Interpreting the Meaning of Information for Others (imp:3.34 lvl:3.92) — Translating or explaining what information means and how it can be used.
  Assisting and Caring for Others (imp:3.27 lvl:3.69) — Providing personal assistance, medical attention, emotional support, or other pe
  Performing Administrative Activities (imp:3.27 lvl:3.17) — Performing day-to-day administrative tasks such as maintaining information files
  Performing for or Working Directly with the Public (imp:3.10 lvl:3.38) — Performing for people or dealing directly with the public. This includes serving
  Performing General Physical Activities (imp:2.81 lvl:2.93) — Performing general physical activities includes doing activities that require co
  Resolving Conflicts and Negotiating with Others (imp:2.81 lvl:3.20) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Inspecting Equipment, Structures, or Materials (imp:2.63 lvl:2.19) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.52 lvl:2.56) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Handling and Moving Objects (imp:2.14 lvl:2.05) — Using hands and arms in handling, installing, positioning, and moving materials,
  Monitoring and Controlling Resources (imp:2.08 lvl:1.90) — Monitoring and controlling resources and overseeing the spending of money.
  Staffing Organizational Units (imp:2.01) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.76) — Providing documentation, detailed instructions, drawings, or specifications to t
  Selling or Influencing Others (imp:1.74) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Controlling Machines and Processes (imp:1.58) — Using either control mechanisms or direct physical activity to operate machines 
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.53) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Repairing and Maintaining Mechanical Equipment (imp:1.38) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Repairing and Maintaining Electronic Equipment (imp:1.37) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,

--- WORK STYLES ---
  Integrity (imp:10.00) — A tendency to be honest and ethical at work.
  Cooperation (imp:9.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:8.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:7.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:6.00) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:5.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Perseverance (imp:4.00) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Adaptability (imp:3.00) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Dependability (imp:2.93) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cooperation (imp:2.73) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Sincerity (imp:2.53) — A tendency to be genuine and sincere in interactions with others at work, withou
  Self-Control (imp:2.50) — A tendency to remain calm and composed and to manage emotions effectively in res
  Optimism (imp:2.40) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Integrity (imp:2.28) — A tendency to be honest and ethical at work.
  Social Orientation (imp:2.26) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Stress Tolerance (imp:2.21) — A tendency to cope and function effectively in stressful situations at work.
  Attention to Detail (imp:2.19) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Adaptability (imp:2.17) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Perseverance (imp:2.12) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Optimism (imp:2.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Achievement Orientation (imp:1.95) — A tendency to establish and maintain personally challenging work-related goals, 
  Initiative (imp:1.72) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Self-Confidence (imp:1.70) — A tendency to believe in one's work-related capabilities and ability to control 
  Tolerance for Ambiguity (imp:1.64) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Intellectual Curiosity (imp:1.57) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Humility (imp:1.49) — A tendency to be modest and humble when interacting with others at work.
  Leadership Orientation (imp:1.39) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Cautiousness (imp:1.38) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Innovation (imp:1.36) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Sincerity (imp:1.00) — A tendency to be genuine and sincere in interactions with others at work, withou
  Innovation () — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Achievement Orientation () — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity () — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Cautiousness () — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Attention to Detail () — A tendency to be detail-oriented, organized, and thorough in completing work.
  Dependability () — A tendency to be reliable, responsible, and consistent in meeting work-related o

--- TRANSFERABLE SKILLS ---
  Instructing (imp:4.25 lvl:3.62) — Teaching others how to do something.
  Social Perceptiveness (imp:4.12 lvl:4.25) — Being aware of others' reactions and understanding why they react as they do.
  Service Orientation (imp:3.62 lvl:3.25) — Actively looking for ways to help people.
  Judgment and Decision Making (imp:3.62 lvl:3.25) — Considering the relative costs and benefits of potential actions to choose the m
  Complex Problem Solving (imp:3.50 lvl:3.38) — Identifying complex problems and reviewing related information to develop and ev
  Coordination (imp:3.38 lvl:3.25) — Adjusting actions in relation to others' actions.
  Persuasion (imp:3.12 lvl:3.00) — Persuading others to change their minds or behavior.
  Time Management (imp:3.12 lvl:3.00) — Managing one's own time and the time of others.
  Systems Evaluation (imp:2.88 lvl:2.62) — Identifying measures or indicators of system performance and the actions needed 
  Negotiation (imp:2.75 lvl:2.50) — Bringing others together and trying to reconcile differences.
  Systems Analysis (imp:2.75 lvl:2.38) — Determining how a system should work and how changes in conditions, operations, 
  Management of Personnel Resources (imp:2.75 lvl:2.62) — Motivating, developing, and directing people as they work, identifying the best 
  Quality Control Analysis (imp:2.38 lvl:2.12) — Conducting tests and inspections of products, services, or processes to evaluate
  Management of Material Resources (imp:2.12 lvl:1.38) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Technology Design (imp:2.00 lvl:1.25) — Generating or adapting equipment and technology to serve user needs.
  Operations Analysis (imp:1.75 lvl:1.00) — Analyzing needs and product requirements to create a design.
  Operations Monitoring (imp:1.75 lvl:1.00) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Programming (imp:1.62 lvl:0.75) — Writing computer programs for various purposes.
  Troubleshooting (imp:1.62 lvl:0.62) — Determining causes of operating errors and deciding what to do about it.
  Management of Financial Resources (imp:1.62 lvl:0.88) — Determining how money will be spent to get the work done, and accounting for the
  Operation and Control (imp:1.50 lvl:0.75) — Controlling operations of equipment or systems.
  Equipment Selection (imp:1.25 lvl:0.50) — Determining the kind of tools and equipment needed to do a job.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Equipment Maintenance (imp:1.00) — Performing routine maintenance on equipment and determining when and what kind o
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : N/A
  annual_median    : N/A
  annual_pct10     : N/A
  annual_pct25     : N/A
  annual_pct75     : N/A
  annual_pct90     : N/A
  annual_mean      : N/A
  hourly_median    : N/A

--- GEOGRAPHIC DISPERSION ---
  highest_state    : N/A
  lowest_state     : N/A
  dispersion_ratio : N/A

--- TOP STATES BY WAGE (0 total) ---

--- TOP INDUSTRIES BY EMPLOYMENT (0 total) ---

exact_match_status : no_exact_match
matched_title      : N/A
match_score        : 0.0000
wikidata_qid       : N/A
word_count         : 0
wikipedia_url      : N/A
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T21:14:04.599724Z

--- SEMANTIC NEIGHBORS (5) ---

  Title: Education in China (similarity: 0.4444)
  URL: https://en.wikipedia.org/wiki/Education_in_China
  QID: Q757827
  Extract: Education in the People's Republic of China is primarily managed by the state-run public education system, which falls under the Ministry of Education. By law, education in the People's Republic of China is led by the Chinese Communist Party (CCP) and adheres to its ideology. All citizens must atten

  Title: Elementary schools in the United States (similarity: 0.4048)
  URL: https://en.wikipedia.org/wiki/Elementary_schools_in_the_United_States
  QID: Q15155051
  Extract: In the United States, elementary schools are the main point of delivery for primary education, teaching children between the ages of 5–10 and coming between pre-kindergarten and secondary education.

  Title: List of Abbott Elementary characters (similarity: 0.4444)
  URL: https://en.wikipedia.org/wiki/List_of_Abbott_Elementary_characters
  QID: Q115945983
  Extract: Abbott Elementary is an American television series created by Quinta Brunson for ABC. It stars Brunson as a second grade teacher at Abbott Elementary, a fictional predominantly Black school in Philadelphia. The ensemble cast includes Tyler James Williams, Janelle James, Lisa Ann Walter, Chris Perfet

  Title: Waldorf education (similarity: 0.3871)
  URL: https://en.wikipedia.org/wiki/Waldorf_education
  QID: Q216690
  Extract: Waldorf education, also known as Steiner education, is based on the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Its educational style is holistic, intended to develop pupils' intellectual, artistic, and practical skills, with a focus on imagination and creativity. Individ

  Title: Ministry of Primary and Secondary Education (similarity: 0.3409)
  URL: https://en.wikipedia.org/wiki/Ministry_of_Primary_and_Secondary_Education
  QID: Q12490749
  Extract: The Ministry of Primary and Secondary Education is an Indonesian ministry that organizes the government sub-divisions of primary education and secondary education which are within the scope of government affairs in the field of education. This ministry is under and responsible to the President of In

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong O*NET data foundation with detailed tasks, skills, and work activities. Clear job zone classification and education requirements support confidence despite limited Wikipedia context.
inferred_at          : 2026-06-03T17:30:51.105072+00:00
tokens_input         : 4,341
tokens_output        : 4,132
cost_usd             : $0.043149
wikipedia_used       : False
wikipedia_title      : None
wikipedia_note       : No exact Wikipedia match found, though elementary education content provides general context for the educational setting. The semantic neighbors focus on general elementary education rather than special education specialization.

--- PROSE FIELDS ---

ROLE SUMMARY:
Special Education Teachers at the elementary school level teach academic, social, and life skills to students with learning, emotional, or physical disabilities including blindness, deafness, and intellectual disabilities. They modify general education curriculum, implement individualized education plans, and coordinate with multidisciplinary teams to support student development. These educators work in specialized classrooms or inclusive settings to ensure students with diverse needs can access appropriate educational opportunities.

DAY IN THE LIFE:
A typical day involves developing and implementing individualized strategies for students with various disabilities, modifying elementary curriculum materials to accommodate different learning needs, and teaching socially acceptable behaviors using techniques like positive reinforcement. Teachers observe and evaluate student performance across academic, behavioral, social, and physical health domains while maintaining detailed student records as required by law. They coordinate with parents, administrators, social workers, and other professionals to develop comprehensive education plans and monitor teaching assistants to ensure program compliance. Classroom preparation includes setting up materials and resources for students to explore and manipulate during learning activities.

WHO THRIVES:
Individuals who excel demonstrate exceptional integrity, cooperation, and social orientation as evidenced by the top work styles ratings. They possess strong oral communication abilities, problem sensitivity, and deductive reasoning skills essential for identifying student needs and developing appropriate interventions. Successful special education teachers exhibit high stress tolerance and self-control when working with challenging behaviors, combined with learning strategies expertise and active listening skills. Those who thrive show service orientation and social perceptiveness to understand diverse student needs and build meaningful relationships with students, families, and professional teams.

CAREER ENTRY:
Entry requires a bachelor's degree (51.4% of practitioners) with specialized preparation in special education, though many advance to master's degrees (37.7%) for enhanced expertise. Candidates need state teaching certification and special education endorsements, which involve student teaching experiences and coursework in disability studies, behavior management, and adaptive instruction. Job Zone 4 classification indicates considerable preparation including understanding of federal laws like IDEA, assessment techniques, and assistive technology applications.

CAREER TRAJECTORY:
Career advancement often leads to special education coordinator or administrator roles, curriculum specialist positions, or movement into related therapeutic services. Experienced teachers may pursue roles as special education consultants, behavior specialists, or transition to higher grade levels or specialized programs. Advanced degrees open pathways to educational leadership, policy development, or university-level teacher preparation programs.

MARKET INTELLIGENCE:
According to BLS OEWS May 2025 data, wages vary significantly by region with higher compensation in urban districts and states with strong education funding. Demand remains consistently high due to federal mandates requiring appropriate education for all students with disabilities and ongoing teacher shortages in special education. Geographic distribution shows particular need in rural areas and high-poverty districts where retention challenges persist. The field offers stable employment with benefits typical of education sector positions including summers off and pension systems.

AUTOMATION OUTLOOK:
Low automation risk due to high importance of establishing interpersonal relationships (4.7 importance, 4.8 level) and the need for human judgment in developing individualized strategies for diverse disabilities. The role requires complex problem-solving, social perceptiveness, and adaptive instruction that cannot be easily automated.

--- REASONED EDGES ---
  [skill_overlap] Elementary School Teachers, Except Special Education (25-2021.00) — confidence:high
    reasoning: Both roles share core teaching skills including Active Listening (4.2 importance), Speaking (4.2), and Reading Comprehension (4.1) with similar curriculum knowledge requirements.
    data: Active Listening skill overlap
    data: Education and Training knowledge domain
    data: Elementary grade level focus
  [career_pathway] Special Education Teachers, Kindergarten (25-2055.00) — confidence:high
    reasoning: Sequential progression through early childhood special education with identical skill sets and job zone 4 preparation requirements.
    data: Special education focus
    data: Similar RIASEC Social orientation (7.00)
    data: Identical education requirements
  [task_similarity] Teaching Assistants, Special Education (25-9043.00) — confidence:high
    reasoning: Both work with students with disabilities using behavior modification and monitoring techniques, with assistants supporting teacher-led instruction.
    data: Special needs student population
    data: Behavior modification techniques
    data: Monitoring work activity (3.6 importance)
  [career_pathway] Special Education Teachers, Middle School (25-2057.00) — confidence:high
    reasoning: Natural vertical progression with same specialization requiring identical preparation and certification, differing only in student age group.
    data: Special education expertise
    data: Job Zone 4 classification
    data: Teaching certification requirements
  [skill_overlap] Tutors (25-3041.00) — confidence:medium
    reasoning: Shared instructional skills (4.2 importance) and learning strategies knowledge (4.1 importance) though tutors work more individually focused.
    data: Instructional skills
    data: Learning Strategies importance
    data: Student assessment capabilities

--- NORMALIZER SIGNALS ---
  match_keywords   : ['special education teacher', 'elementary special ed', 'SPED teacher', 'special needs educator', 'disability specialist', 'inclusive education', 'IEP coordinator', 'adaptive instruction']
  exclude_keywords : ['secondary school', 'middle school', 'high school', 'preschool', 'kindergarten']
  title_patterns   : ['Special Education Teacher', 'Elementary SPED', 'Cross-Categorical', 'Academic Interventionist', 'Behavior Specialist']
  common_variations: ['elementary special education teacher', 'elementary school SPED teacher', 'special ed teacher elementary', 'K-5 special education', 'primary special education', 'adaptive PE teacher', 'behavior interventionist', 'academic interventionist']

total_terms    : 40
top_words      : ['tendency', 'others', 'students', 'equipment', 'needs', 'educational', 'student', 'materials', 'activities', 'special', 'social', 'principles', 'learning', 'teaching', 'techniques', 'includes', 'programs', 'control', 'resources', 'objects']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
tendency                   42  0.01449  onet_dimensions      onet_dimensions:100%
others                     39  0.01346  onet_dimensions      onet_dimensions:97%  dwas:3%
students                   33  0.01139  onet_tasks           onet_tasks:61%  dwas:21%  inference:18%
equipment                  26  0.00897  onet_dimensions      onet_dimensions:88%  dwas:8%  onet_tasks:4%
needs                      24  0.00828  onet_dimensions      onet_dimensions:33%  dwas:33%  onet_tasks:17%
educational                19  0.00656  dwas                 dwas:47%  onet_tasks:16%  inference:16%
student                    18  0.00621  dwas                 dwas:56%  inference:33%  onet_tasks:6%
materials                  18  0.00621  onet_dimensions      onet_dimensions:56%  onet_tasks:17%  dwas:17%
activities                 18  0.00621  onet_dimensions      onet_dimensions:50%  onet_tasks:22%  dwas:22%
special                    16  0.00552  inference            inference:50%  onet_tasks:25%  dwas:25%
social                     16  0.00552  inference            inference:38%  onet_dimensions:31%  onet_tasks:25%
principles                 16  0.00552  onet_dimensions      onet_dimensions:100%
learning                   15  0.00518  onet_tasks           onet_tasks:40%  onet_dimensions:27%  inference:27%
teaching                   15  0.00518  onet_dimensions      onet_dimensions:33%  dwas:27%  inference:27%
techniques                 14  0.00483  onet_dimensions      onet_dimensions:71%  onet_tasks:14%  inference:14%
includes                   14  0.00483  onet_dimensions      onet_dimensions:86%  wikipedia:7%  inference:7%
programs                   13  0.00449  dwas                 dwas:46%  onet_dimensions:31%  inference:15%
control                    13  0.00449  onet_dimensions      onet_dimensions:92%  inference:8%
resources                  12  0.00414  onet_dimensions      onet_dimensions:75%  onet_tasks:17%  inference:8%
objects                    12  0.00414  onet_dimensions      onet_dimensions:100%
strategies                 11  0.00380  onet_dimensions      onet_dimensions:36%  dwas:27%  inference:27%
behavior                   11  0.00380  onet_tasks           onet_tasks:36%  onet_dimensions:27%  dwas:18%
performance                11  0.00380  onet_dimensions      onet_dimensions:64%  dwas:18%  onet_tasks:9%
physical                   11  0.00380  onet_dimensions      onet_dimensions:55%  onet_tasks:27%  inference:18%
problems                   11  0.00380  onet_dimensions      onet_dimensions:82%  onet_tasks:18%
ideas                      11  0.00380  onet_dimensions      onet_dimensions:100%
orientation                11  0.00380  onet_dimensions      onet_dimensions:82%  inference:18%
developing                 11  0.00380  onet_dimensions      onet_dimensions:73%  inference:27%
elementary                 10  0.00345  inference            inference:40%  onet_tasks:30%  wikipedia:30%
rules                      10  0.00345  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  dwas:10%
body                       10  0.00345  onet_dimensions      onet_dimensions:100%
self                        9  0.00311  onet_dimensions      onet_dimensions:67%  onet_tasks:22%  inference:11%
procedures                  9  0.00311  onet_dimensions      onet_dimensions:89%  onet_tasks:11%
appropriate                 9  0.00311  onet_dimensions      onet_dimensions:56%  inference:33%  onet_tasks:11%
problem                     9  0.00311  onet_dimensions      onet_dimensions:78%  inference:22%
quickly                     9  0.00311  onet_dimensions      onet_dimensions:100%
identifying                 9  0.00311  onet_dimensions      onet_dimensions:89%  inference:11%
disabilities                8  0.00276  inference            inference:62%  onet_tasks:38%
teach                       8  0.00276  dwas                 dwas:50%  onet_tasks:38%  inference:12%
maintaining                 8  0.00276  onet_dimensions      onet_dimensions:75%  onet_tasks:12%  inference:12%