[Core] [60% incumbents] Develop or write Individualized Education Programs (IEPs) for students.
  DWAs: Design psychological or educational treatment procedures or programs. | Develop educational programs.

[Core] [60% incumbents] Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  DWAs: Establish rules or policies governing student behavior.

[Core] [60% incumbents] Prepare materials and classrooms for class activities.
  DWAs: Set up classroom materials or equipment.

[Core] [60% incumbents] Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
  DWAs: Discuss problems or issues with supervisors. | Discuss student progress with parents or guardians.

[Core] [60% incumbents] Coordinate placement of students with special needs into mainstream classes.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [60% incumbents] Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
  DWAs: Develop strategies or programs for students with special needs. | Collaborate with other teaching professionals to develop educational programs.

[Core] [60% incumbents] Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[Core] [60% incumbents] Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
  DWAs: Teach life skills.

[Core] [60% incumbents] Guide and counsel students with adjustments, academic problems, or special academic interests.
  DWAs: Advise students on academic or career matters.

[Core] [60% incumbents] Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.
  DWAs: Collaborate with other teaching professionals to develop educational programs. | Assist students with special educational needs.

[Core] [60% incumbents] Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  DWAs: Apply multiple teaching methods.

[Core] [60% incumbents] Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
  DWAs: Direct activities of subordinates.

[Core] [60% incumbents] Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
  DWAs: Discuss student progress with parents or guardians.

[Core] [60% incumbents] Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
  DWAs: Monitor student performance. | Teach others to use technology or equipment.

[Core] [60% incumbents] Plan and 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] [60% incumbents] Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [60% incumbents] Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  DWAs: Create technology-based learning materials.

[Core] [60% incumbents] Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  DWAs: Develop instructional objectives.

[Core] [60% incumbents] Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
  DWAs: Administer tests to assess educational needs or progress.

[Core] [60% incumbents] Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
  DWAs: Plan educational activities. | Document lesson plans.

[Core] [60% incumbents] Prepare, administer, and grade tests and assignments to evaluate students' progress.
  DWAs: Administer tests to assess educational needs or progress. | Prepare tests. | Evaluate student work.

[Core] [60% incumbents] Organize and label materials and display students' work.
  DWAs: Display student work.

[Core] [60% incumbents] Attend staff meetings and serve on committees, as required.
  DWAs: Serve on institutional or departmental committees.

[Core] [60% incumbents] Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
  DWAs: Supervise school or student activities.

[Supplemental] [60% incumbents] Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
  DWAs: Tutor students who need extra assistance.

[Core] [59% incumbents] Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [59% incumbents] Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
  DWAs: Teach life skills.

[Core] [59% incumbents] Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  DWAs: Develop instructional objectives.

[Core] [59% incumbents] Teach students personal development skills, such as goal setting, independence, and self-advocacy.
  DWAs: Teach life skills.

[Core] [59% incumbents] Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
  DWAs: Maintain student records. | Prepare reports detailing student activities or performance.

[Core] [59% 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] [59% incumbents] Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
  DWAs: Discuss student progress with parents or guardians.

[Core] [59% incumbents] Provide additional instruction in vocational areas.
  DWAs: Teach vocational courses.

[Core] [59% incumbents] Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
  DWAs: Attend training sessions or professional meetings to develop or maintain professional knowledge.

[Core] [59% incumbents] Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
  DWAs: Plan experiential learning activities.

[Supplemental] [59% incumbents] Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
  DWAs: Evaluate performance of educational staff. | Supervise student research or internship work.

[Supplemental] [59% incumbents] Organize and supervise games and other recreational activities to promote physical, mental, and social development.
  DWAs: Plan educational activities.

[Supplemental] [59% incumbents] Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
  DWAs: Maintain inventories of materials, equipment, or products. | Distribute instructional or library materials. | Order instructional or library materials or equipment.

[Core] [58% incumbents] Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
  DWAs: Develop strategies or programs for students with special needs.

[Supplemental] [58% incumbents] Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  DWAs: Assist students with special educational needs.

[EMERGING:New] Track students' progress on computer-based programs, such as reading fluency and comprehension.

--- SKILLS ---
  Active Listening (imp:4.00 lvl:4.00) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:4.00 lvl:4.00) — Talking to others to convey information effectively.
  Active Learning (imp:4.00 lvl:4.00) — Understanding the implications of new information for both current and future pr
  Learning Strategies (imp:4.00 lvl:4.12) — Selecting and using training/instructional methods and procedures appropriate fo
  Reading Comprehension (imp:3.88 lvl:4.00) — Understanding written sentences and paragraphs in work-related documents.
  Writing (imp:3.88 lvl:4.00) — Communicating effectively in writing as appropriate for the needs of the audienc
  Monitoring (imp:3.88 lvl:3.88) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Critical Thinking (imp:3.75 lvl:3.88) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Mathematics (imp:2.62 lvl:2.62) — Using mathematics to solve problems.
  Science (imp:1.88 lvl:0.88) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  English Language (imp:4.50 lvl:5.58) — Knowledge of the structure and content of the English language including the mea
  Education and Training (imp:4.43 lvl:5.49) — Knowledge of principles and methods for curriculum and training design, teaching
  Mathematics (imp:3.95 lvl:4.75) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Administrative (imp:3.75 lvl:4.64) — Knowledge of administrative and office procedures and systems such as word proce
  Customer and Personal Service (imp:3.56 lvl:4.68) — Knowledge of principles and processes for providing customer and personal servic
  Psychology (imp:3.48 lvl:4.14) — Knowledge of human behavior and performance; individual differences in ability, 
  Sociology and Anthropology (imp:3.31 lvl:3.77) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Public Safety and Security (imp:3.25 lvl:3.25) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Law and Government (imp:3.02 lvl:2.85) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Administration and Management (imp:2.95 lvl:3.09) — Knowledge of business and management principles involved in strategic planning, 
  Therapy and Counseling (imp:2.95 lvl:3.35) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Computers and Electronics (imp:2.94 lvl:3.17) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Personnel and Human Resources (imp:2.84 lvl:3.31) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  History and Archeology (imp:2.81 lvl:3.10) — Knowledge of historical events and their causes, indicators, and effects on civi
  Philosophy and Theology (imp:2.79 lvl:3.38) — Knowledge of different philosophical systems and religions. This includes their 
  Communications and Media (imp:2.65 lvl:3.00) — Knowledge of media production, communication, and dissemination techniques and m
  Geography (imp:2.39 lvl:3.44) — Knowledge of principles and methods for describing the features of land, sea, an
  Telecommunications (imp:2.38 lvl:1.88) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Biology (imp:2.30 lvl:2.28) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Foreign Language (imp:2.23 lvl:2.13) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Fine Arts (imp:2.01 lvl:1.83) — Knowledge of the theory and techniques required to compose, produce, and perform
  Design (imp:1.89 lvl:1.71) — Knowledge of design techniques, tools, and principles involved in production of 
  Transportation (imp:1.86 lvl:1.51) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Physics (imp:1.66 lvl:1.29) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Chemistry (imp:1.66 lvl:1.40) — Knowledge of the chemical composition, structure, and properties of substances a
  Economics and Accounting (imp:1.65 lvl:1.16) — Knowledge of economic and accounting principles and practices, the financial mar
  Engineering and Technology (imp:1.64) — Knowledge of the practical application of engineering science and technology. Th
  Medicine and Dentistry (imp:1.59 lvl:1.16) — Knowledge of the information and techniques needed to diagnose and treat human i
  Production and Processing (imp:1.43) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Food Production (imp:1.24) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Sales and Marketing (imp:1.21) — Knowledge of principles and methods for showing, promoting, and selling products
  Building and Construction (imp:1.18) — Knowledge of materials, methods, and the tools involved in the construction or r
  Mechanical (imp:1.09) — Knowledge of machines and tools, including their designs, uses, repair, and main

--- ABILITIES ---
  Oral Comprehension (imp:4.00 lvl:4.00) — The ability to listen to and understand information and ideas presented through 
  Oral Expression (imp:4.00 lvl:4.00) — The ability to communicate information and ideas in speaking so others will unde
  Written Comprehension (imp:3.88 lvl:4.00) — The ability to read and understand information and ideas presented in writing.
  Written Expression (imp:3.88 lvl:4.00) — The ability to communicate information and ideas in writing so others will under
  Problem Sensitivity (imp:3.88 lvl:4.00) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Deductive Reasoning (imp:3.88 lvl:3.88) — 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
  Speech Recognition (imp:3.88 lvl:3.88) — The ability to identify and understand the speech of another person.
  Speech Clarity (imp:3.88 lvl:3.88) — The ability to speak clearly so others can understand you.
  Information Ordering (imp:3.75 lvl:3.88) — The ability to arrange things or actions in a certain order or pattern according
  Originality (imp:3.50 lvl:3.88) — The ability to come up with unusual or clever ideas about a given topic or situa
  Near Vision (imp:3.50 lvl:3.12) — The ability to see details at close range (within a few feet of the observer).
  Selective Attention (imp:3.12 lvl:3.00) — The ability to concentrate on a task over a period of time without being distrac
  Fluency of Ideas (imp:3.00 lvl:3.75) — The ability to come up with a number of ideas about a topic (the number of ideas
  Category Flexibility (imp:3.00 lvl:3.00) — The ability to generate or use different sets of rules for combining or grouping
  Memorization (imp:2.88 lvl:2.88) — The ability to remember information such as words, numbers, pictures, and proced
  Flexibility of Closure (imp:2.88 lvl:3.00) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Far Vision (imp:2.88 lvl:2.75) — The ability to see details at a distance.
  Number Facility (imp:2.75 lvl:2.88) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Speed of Closure (imp:2.75 lvl:2.75) — The ability to quickly make sense of, combine, and organize information into mea
  Time Sharing (imp:2.75 lvl:2.75) — The ability to shift back and forth between two or more activities or sources of
  Mathematical Reasoning (imp:2.62 lvl:2.75) — The ability to choose the right mathematical methods or formulas to solve a prob
  Perceptual Speed (imp:2.62 lvl:2.25) — The ability to quickly and accurately compare similarities and differences among
  Visualization (imp:2.50 lvl:2.62) — The ability to imagine how something will look after it is moved around or when 
  Auditory Attention (imp:2.25 lvl:2.12) — The ability to focus on a single source of sound in the presence of other distra
  Trunk Strength (imp:2.00 lvl:2.00) — The ability to use your abdominal and lower back muscles to support part of the 
  Visual Color Discrimination (imp:2.00 lvl:2.00) — The ability to match or detect differences between colors, including shades of c
  Hearing Sensitivity (imp:2.00 lvl:1.88) — The ability to detect or tell the differences between sounds that vary in pitch 
  Stamina (imp:1.75 lvl:0.75) — The ability to exert yourself physically over long periods of time without getti
  Finger Dexterity (imp:1.62 lvl:0.88) — The ability to make precisely coordinated movements of the fingers of one or bot
  Manual Dexterity (imp:1.50 lvl:0.50) — The ability to quickly move your hand, your hand together with your arm, or your
  Wrist-Finger Speed (imp:1.38 lvl:0.38) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Gross Body Coordination (imp:1.38 lvl:0.38) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Arm-Hand Steadiness (imp:1.25 lvl:0.25) — The ability to keep your hand and arm steady while moving your arm or while hold
  Multilimb Coordination (imp:1.25 lvl:0.25) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Response Orientation (imp:1.25 lvl:0.25) — The ability to choose quickly between two or more movements in response to two o
  Reaction Time (imp:1.25 lvl:0.25) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Speed of Limb Movement (imp:1.25 lvl:0.25) — The ability to quickly move the arms and legs.
  Static Strength (imp:1.25 lvl:0.25) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Explosive Strength (imp:1.25 lvl:0.25) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Dynamic Strength (imp:1.25 lvl:0.25) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Extent Flexibility (imp:1.25 lvl:0.25) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Gross Body Equilibrium (imp:1.25 lvl:0.25) — The ability to keep or regain your body balance or stay upright when in an unsta
  Depth Perception (imp:1.25 lvl:0.25) — The ability to judge which of several objects is closer or farther away from you
  Spatial Orientation (imp:1.12 lvl:0.25) — The ability to know your location in relation to the environment or to know wher
  Rate Control (imp:1.12 lvl:0.12) — The ability to time your movements or the movement of a piece of equipment in an
  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
  Control Precision (imp:1.00) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Dynamic Flexibility (imp:1.00) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Night Vision (imp:1.00) — The ability to see under low-light conditions.
  Glare Sensitivity (imp:1.00) — The ability to see objects in the presence of a glare or bright lighting.
  Sound Localization (imp:1.00) — The ability to tell the direction from which a sound originated.

--- WORK ACTIVITIES ---
  Establishing and Maintaining Interpersonal Relationships (imp:4.18 lvl:4.88) — Developing constructive and cooperative working relationships with others, and m
  Organizing, Planning, and Prioritizing Work (imp:4.01 lvl:5.11) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Working with Computers (imp:3.84 lvl:3.37) — Using computers and computer systems (including hardware and software) to progra
  Assisting and Caring for Others (imp:3.60 lvl:3.86) — Providing personal assistance, medical attention, emotional support, or other pe
  Training and Teaching Others (imp:3.60 lvl:3.86) — Identifying the educational needs of others, developing formal educational or tr
  Coaching and Developing Others (imp:3.57 lvl:3.91) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Getting Information (imp:3.52 lvl:3.60) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Making Decisions and Solving Problems (imp:3.50 lvl:3.86) — Analyzing information and evaluating results to choose the best solution and sol
  Updating and Using Relevant Knowledge (imp:3.49 lvl:4.52) — Keeping up-to-date technically and applying new knowledge to your job.
  Communicating with Supervisors, Peers, or Subordinates (imp:3.49 lvl:3.79) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Resolving Conflicts and Negotiating with Others (imp:3.39 lvl:4.03) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Developing Objectives and Strategies (imp:3.35 lvl:3.49) — Establishing long-range objectives and specifying the strategies and actions to 
  Interpreting the Meaning of Information for Others (imp:3.35 lvl:3.03) — Translating or explaining what information means and how it can be used.
  Developing and Building Teams (imp:3.32 lvl:3.58) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Monitoring Processes, Materials, or Surroundings (imp:3.28 lvl:3.65) — Monitoring and reviewing information from materials, events, or the environment,
  Communicating with People Outside the Organization (imp:3.28 lvl:3.71) — Communicating with people outside the organization, representing the organizatio
  Identifying Objects, Actions, and Events (imp:3.25 lvl:3.90) — Identifying information by categorizing, estimating, recognizing differences or 
  Analyzing Data or Information (imp:3.25 lvl:3.40) — Identifying the underlying principles, reasons, or facts of information by break
  Documenting/Recording Information (imp:3.25 lvl:3.17) — Entering, transcribing, recording, storing, or maintaining information in writte
  Processing Information (imp:3.15 lvl:3.48) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Thinking Creatively (imp:3.12 lvl:3.29) — Developing, designing, or creating new applications, ideas, relationships, syste
  Evaluating Information to Determine Compliance with Standards (imp:3.10 lvl:3.00) — Using relevant information and individual judgment to determine whether events o
  Guiding, Directing, and Motivating Subordinates (imp:3.04 lvl:3.15) — Providing guidance and direction to subordinates, including setting performance 
  Coordinating the Work and Activities of Others (imp:3.00 lvl:3.63) — Getting members of a group to work together to accomplish tasks.
  Performing for or Working Directly with the Public (imp:2.99 lvl:3.33) — Performing for people or dealing directly with the public. This includes serving
  Performing Administrative Activities (imp:2.97 lvl:3.05) — Performing day-to-day administrative tasks such as maintaining information files
  Scheduling Work and Activities (imp:2.82 lvl:3.18) — Scheduling events, programs, and activities, as well as the work of others.
  Providing Consultation and Advice to Others (imp:2.80 lvl:3.09) — Providing guidance and expert advice to management or other groups on technical,
  Judging the Qualities of Objects, Services, or People (imp:2.51 lvl:2.54) — Assessing the value, importance, or quality of things or people.
  Monitoring and Controlling Resources (imp:2.41 lvl:2.40) — Monitoring and controlling resources and overseeing the spending of money.
  Selling or Influencing Others (imp:2.20 lvl:2.07) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Performing General Physical Activities (imp:2.16 lvl:2.09) — Performing general physical activities includes doing activities that require co
  Inspecting Equipment, Structures, or Materials (imp:2.05 lvl:1.05) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Handling and Moving Objects (imp:2.05 lvl:2.28) — Using hands and arms in handling, installing, positioning, and moving materials,
  Staffing Organizational Units (imp:1.94 lvl:1.72) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:1.83 lvl:1.18) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Controlling Machines and Processes (imp:1.71 lvl:1.51) — Using either control mechanisms or direct physical activity to operate machines 
  Repairing and Maintaining Electronic Equipment (imp:1.68 lvl:1.36) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.57 lvl:1.06) — Providing documentation, detailed instructions, drawings, or specifications to t
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.50 lvl:0.91) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Repairing and Maintaining Mechanical Equipment (imp:1.39) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an

--- 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
  Adaptability (imp:4.00) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Perseverance (imp:3.00) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Cooperation (imp:2.69) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Dependability (imp:2.65) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Attention to Detail (imp:2.41) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Self-Control (imp:2.38) — A tendency to remain calm and composed and to manage emotions effectively in res
  Integrity (imp:2.36) — A tendency to be honest and ethical at work.
  Optimism (imp:2.35) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Sincerity (imp:2.31) — A tendency to be genuine and sincere in interactions with others at work, withou
  Social Orientation (imp:2.29) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Stress Tolerance (imp:2.28) — A tendency to cope and function effectively in stressful situations at work.
  Perseverance (imp:2.15) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Adaptability (imp:2.13) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Sincerity (imp:2.00) — A tendency to be genuine and sincere in interactions with others at work, withou
  Achievement Orientation (imp:1.98) — A tendency to establish and maintain personally challenging work-related goals, 
  Self-Confidence (imp:1.63) — A tendency to believe in one's work-related capabilities and ability to control 
  Intellectual Curiosity (imp:1.61) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity (imp:1.56) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Cautiousness (imp:1.56) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Initiative (imp:1.53) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Humility (imp:1.49) — A tendency to be modest and humble when interacting with others at work.
  Innovation (imp:1.44) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Leadership Orientation (imp:1.42) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Optimism (imp:1.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  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 ---
  Social Perceptiveness (imp:4.00 lvl:4.00) — Being aware of others' reactions and understanding why they react as they do.
  Instructing (imp:4.00 lvl:4.00) — Teaching others how to do something.
  Coordination (imp:3.88 lvl:3.88) — Adjusting actions in relation to others' actions.
  Service Orientation (imp:3.88 lvl:3.25) — Actively looking for ways to help people.
  Time Management (imp:3.75 lvl:3.75) — Managing one's own time and the time of others.
  Complex Problem Solving (imp:3.62 lvl:3.25) — Identifying complex problems and reviewing related information to develop and ev
  Judgment and Decision Making (imp:3.62 lvl:3.12) — Considering the relative costs and benefits of potential actions to choose the m
  Persuasion (imp:3.12 lvl:3.12) — Persuading others to change their minds or behavior.
  Negotiation (imp:3.00 lvl:3.00) — Bringing others together and trying to reconcile differences.
  Systems Analysis (imp:2.88 lvl:3.00) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:2.88 lvl:3.00) — Identifying measures or indicators of system performance and the actions needed 
  Management of Personnel Resources (imp:2.88 lvl:2.88) — Motivating, developing, and directing people as they work, identifying the best 
  Technology Design (imp:1.62 lvl:0.62) — Generating or adapting equipment and technology to serve user needs.
  Operations Analysis (imp:1.38 lvl:0.38) — Analyzing needs and product requirements to create a design.
  Programming (imp:1.38 lvl:0.38) — Writing computer programs for various purposes.
  Operations Monitoring (imp:1.38 lvl:0.38) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Quality Control Analysis (imp:1.25 lvl:0.25) — Conducting tests and inspections of products, services, or processes to evaluate
  Operation and Control (imp:1.12 lvl:0.12) — Controlling operations of equipment or systems.
  Management of Financial Resources (imp:1.12 lvl:0.12) — Determining how money will be spent to get the work done, and accounting for the
  Management of Material Resources (imp:1.12 lvl:0.12) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Equipment Selection (imp:1.00) — 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
  Troubleshooting (imp:1.00) — Determining causes of operating errors and deciding what to do about it.
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : 95,200
  annual_median    : $66,810
  annual_pct10     : $49,420
  annual_pct25     : $60,000
  annual_pct75     : $82,800
  annual_pct90     : $102,510
  annual_mean      : $73,780
  hourly_median    : N/A

--- GEOGRAPHIC DISPERSION ---
  highest_state    : California ($101,530)
  lowest_state     : Missouri ($50,370)
  dispersion_ratio : 2.016x

--- TOP STATES BY WAGE (52 total) ---
  Educational Services                     emp:   94,990  median: $  66,760
  Health Care and Social Assistance        emp:      110  median: $  77,700

--- TOP INDUSTRIES BY EMPLOYMENT (2 total) ---
  Educational Services                     emp:   94,990  median: $  66,760
  Health Care and Social Assistance        emp:      110  median: $  77,700

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         : 2026-06-02T21:14:19.224581Z

--- SEMANTIC NEIGHBORS (5) ---

  Title: Middle school (similarity: 0.4815)
  URL: https://en.wikipedia.org/wiki/Middle_school
  QID: Q149566
  Extract: Middle school, also known as intermediate school, senior public school, junior high school, junior secondary school, or lower secondary school, is an educational stage between primary school and secondary school.

  Title: Education in China (similarity: 0.4407)
  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: National Award for Teachers (India) (similarity: 0.4474)
  URL: https://en.wikipedia.org/wiki/National_Award_for_Teachers_(India)
  QID: Q6970861
  Extract:  National Award to Teachers is the National award to the Teachers, being awarded by the President of India on 5 September every year to give public recognition to meritorious teachers working in primary, middle and secondary schools in India. A similar recognition for university teacher has been ins

  Title: Pulaski County Special School District (similarity: 0.3544)
  URL: https://en.wikipedia.org/wiki/Pulaski_County_Special_School_District
  QID: Q7259201
  Extract: Pulaski County Special School District No. 1 (PCSSD) is one of four public school districts in Pulaski County, Arkansas—along with the Little Rock School District, the North Little Rock School District, and the Jacksonville North Pulaski School District—accredited by the Arkansas Department of Educa

  Title: K–12 education in the United States (similarity: 0.4211)
  URL: https://en.wikipedia.org/wiki/K%E2%80%9312_education_in_the_United_States
  QID: Q25350706
  Extract: K–12 education in the United States includes primary education starting in kindergarten, and secondary education ending in grade 12. Government-funded free schools are generally provided for these grades, but private schools and homeschooling are also possible. Most children begin elementary educati

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong confidence based on comprehensive O*NET data including detailed task descriptions, extensive skill/knowledge profiles, and clear wage/employment statistics. Limited only by absence of specific Wikipedia content for this occupation.
inferred_at          : 2026-06-03T17:31:49.079965+00:00
tokens_input         : 4,644
tokens_output        : 4,169
cost_usd             : $0.045022
wikipedia_used       : False
wikipedia_title      : None
wikipedia_note       : No exact Wikipedia match found for this specific occupation. The closest semantic neighbor 'Middle school' provides general context about the educational level but lacks specific information about special education teaching practices.

--- PROSE FIELDS ---

ROLE SUMMARY:
Special Education Teachers, Middle School provide individualized academic, social, and life skills instruction to students aged 11-14 with learning, emotional, or physical disabilities. They develop and implement Individualized Education Programs (IEPs), modify curricula to accommodate diverse learning needs, and collaborate extensively with parents, administrators, and other professionals. These educators specialize in working with students who have visual impairments, hearing impairments, intellectual disabilities, or other special needs requiring targeted interventions.

DAY IN THE LIFE:
A typical day begins with reviewing IEPs and preparing modified lesson materials for students with varying disability profiles. Teachers spend significant time establishing and maintaining positive interpersonal relationships while implementing behavior modification strategies and positive reinforcement techniques. They coordinate with general education teachers to ensure proper mainstream class placement and provide specialized instruction using assistive technologies. Much of the day involves one-on-one or small group instruction, adapting teaching methods based on individual student needs, and documenting student progress on computer-based tracking programs. The day often concludes with parent conferences, team meetings with other professionals, or updating behavioral intervention plans.

WHO THRIVES:
Individuals who excel in this role demonstrate exceptional patience, empathy, and social orientation, as evidenced by the high Social RIASEC score (7.00) and top work style of Integrity (10.0). They possess strong oral and written communication abilities, coupled with problem sensitivity skills to recognize when students are struggling. Successful special education teachers maintain high stress tolerance while juggling complex caseloads and exhibit superior coordination skills to manage multiple individualized programs simultaneously. They are natural coaches who find fulfillment in celebrating small victories and incremental progress with students facing significant challenges.

CAREER ENTRY:
Entry requires a bachelor's degree, with 82.1% of professionals holding this credential and 17.5% advancing to master's degrees according to education distribution data. Candidates must complete specialized coursework in special education, psychology, and disability-specific training, along with supervised student teaching in special education settings. Most states require special education teaching licenses or certifications, often including endorsements for specific disability categories such as visual impairments or intellectual disabilities.

CAREER TRAJECTORY:
Career advancement typically leads to positions as Special Education Coordinators, Educational Diagnosticians, or Intervention Specialists with broader district responsibilities. Many professionals pursue master's degrees to become Educational Therapists or move into administrative roles as Special Education Directors. Some transition to related fields like Speech-Language Pathology, School Psychology, or Educational Consulting, leveraging their deep understanding of learning differences and intervention strategies.

MARKET INTELLIGENCE:
The field employs 95,200 professionals nationally with a median annual salary of $66,810 according to BLS OEWS May 2025 data. Geographic wage variations are significant, ranging from $50,370 in Missouri to $101,530 in California, reflecting a 2.02x dispersion ratio. Employment is concentrated heavily in Educational Services (94,990 positions), with minimal opportunities in Healthcare and Social Assistance (110 positions). The emerging task of tracking student progress on computer-based programs indicates growing integration of educational technology, while consistent demand for special education services suggests stable employment prospects.

AUTOMATION OUTLOOK:
This role faces low automation risk due to its emphasis on establishing and maintaining interpersonal relationships (importance 4.2, level 4.9) and the need for human judgment in developing individualized education programs. While computer-based progress tracking tools are emerging, the core activities of assisting and caring for others, coaching and developing students, and making complex decisions about specialized interventions require human empathy, creativity, and professional expertise that cannot be easily automated.

--- REASONED EDGES ---
  [career_pathway] Special Education Teachers, Elementary School (25-2056.00) — confidence:high
    reasoning: Nearly identical skill profiles and task overlap, with elementary serving as common entry point before middle school specialization.
    data: Primary-Short relationship declared
    data: Same RIASEC profile dominance
    data: Identical core knowledge requirements
  [knowledge_overlap] Middle School Teachers, Except Special and Career/Technical Education (25-2022.00) — confidence:high
    reasoning: Shared middle school grade level focus with overlapping English Language and Mathematics knowledge domains.
    data: Primary-Long relationship
    data: Same grade level specialization
    data: English Language knowledge overlap
  [career_pathway] Teaching Assistants, Special Education (25-9043.00) — confidence:medium
    reasoning: Teaching assistants often advance to full teaching roles after completing education requirements and gaining classroom experience.
    data: Primary-Long relationship
    data: Same special education focus
    data: Similar work activities
  [skill_overlap] Special Education Teachers, Secondary School (25-2058.00) — confidence:high
    reasoning: Progressive career path with identical special education skills but serving older student populations.
    data: Primary-Short relationship
    data: Same transferable skills profile
    data: Identical RIASEC clustering
  [riasec_cluster] Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors (25-3011.00) — confidence:medium
    reasoning: Both roles emphasize Social orientation for individualized instruction and share teaching and coaching work activities.
    data: Primary-Short relationship
    data: Social RIASEC dominance
    data: Training and Teaching Others overlap

--- NORMALIZER SIGNALS ---
  match_keywords   : ['special education', 'middle school', 'IEP', 'disabilities', 'individualized', 'intervention', 'special needs', 'behavioral']
  exclude_keywords : ['elementary', 'secondary', 'preschool', 'kindergarten', 'general education']
  title_patterns   : ['Special Education Teacher', 'SPED Teacher', 'Intervention Specialist', 'Exceptional Student Education', 'Special Needs Teacher']
  common_variations: ['Special Ed Teacher', 'SPED Teacher', 'ESE Teacher', 'EC Teacher', 'Inclusion Teacher', 'Interrelated SPED Teacher', 'EBD Teacher', 'ED SPED Teacher']

total_terms    : 40
top_words      : ['tendency', 'others', 'students', 'equipment', 'educational', 'needs', 'activities', 'special', 'materials', 'programs', 'school', 'student', 'principles', 'teachers', 'social', 'techniques', 'teaching', 'includes', 'problems', 'progress']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
tendency                   42  0.01347  onet_dimensions      onet_dimensions:100%
others                     40  0.01283  onet_dimensions      onet_dimensions:95%  dwas:2%  inference:2%
students                   38  0.01219  onet_tasks           onet_tasks:63%  dwas:21%  inference:16%
equipment                  30  0.00962  onet_dimensions      onet_dimensions:77%  dwas:13%  onet_tasks:10%
educational                26  0.00834  dwas                 dwas:50%  inference:23%  onet_tasks:15%
needs                      25  0.00802  dwas                 dwas:36%  onet_dimensions:32%  onet_tasks:20%
activities                 23  0.00738  onet_dimensions      onet_dimensions:39%  dwas:30%  onet_tasks:26%
special                    23  0.00738  inference            inference:43%  onet_tasks:26%  dwas:26%
materials                  22  0.00706  onet_dimensions      onet_dimensions:45%  dwas:27%  onet_tasks:23%
programs                   20  0.00641  dwas                 dwas:45%  inference:25%  onet_dimensions:20%
school                     20  0.00641  wikipedia            wikipedia:75%  inference:15%  onet_tasks:5%
student                    20  0.00641  dwas                 dwas:75%  inference:20%  onet_tasks:5%
principles                 16  0.00513  onet_dimensions      onet_dimensions:100%
teachers                   15  0.00481  wikipedia            wikipedia:47%  onet_tasks:27%  inference:27%
social                     15  0.00481  onet_tasks           onet_tasks:33%  onet_dimensions:33%  inference:27%
techniques                 14  0.00449  onet_dimensions      onet_dimensions:71%  onet_tasks:21%  inference:7%
teaching                   14  0.00449  onet_dimensions      onet_dimensions:36%  dwas:36%  inference:29%
includes                   13  0.00417  onet_dimensions      onet_dimensions:92%  wikipedia:8%
problems                   12  0.00385  onet_dimensions      onet_dimensions:75%  onet_tasks:17%  dwas:8%
progress                   12  0.00385  dwas                 dwas:42%  inference:33%  onet_tasks:25%
strategies                 12  0.00385  onet_dimensions      onet_dimensions:33%  dwas:33%  onet_tasks:17%
performance                12  0.00385  onet_dimensions      onet_dimensions:58%  dwas:33%  onet_tasks:8%
control                    12  0.00385  onet_dimensions      onet_dimensions:100%
objects                    12  0.00385  onet_dimensions      onet_dimensions:100%
learning                   11  0.00353  onet_dimensions      onet_dimensions:36%  inference:27%  onet_tasks:18%
ideas                      11  0.00353  onet_dimensions      onet_dimensions:100%
rules                      10  0.00321  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  dwas:10%
behavior                   10  0.00321  onet_tasks           onet_tasks:40%  onet_dimensions:30%  dwas:20%
procedures                 10  0.00321  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  dwas:10%
physical                   10  0.00321  onet_dimensions      onet_dimensions:60%  onet_tasks:30%  inference:10%
resources                  10  0.00321  onet_dimensions      onet_dimensions:90%  onet_tasks:10%
body                       10  0.00321  onet_dimensions      onet_dimensions:100%
orientation                10  0.00321  onet_dimensions      onet_dimensions:90%  inference:10%
developing                 10  0.00321  onet_dimensions      onet_dimensions:80%  inference:20%
parents                     9  0.00289  onet_tasks           onet_tasks:44%  dwas:33%  wikipedia:11%
professionals               9  0.00289  inference            inference:56%  dwas:33%  onet_tasks:11%
technology                  9  0.00289  onet_dimensions      onet_dimensions:44%  onet_tasks:22%  dwas:22%
monitoring                  9  0.00289  onet_dimensions      onet_dimensions:89%  onet_tasks:11%
human                       9  0.00289  onet_dimensions      onet_dimensions:78%  inference:22%
quickly                     9  0.00289  onet_dimensions      onet_dimensions:100%