What should someone working in “Special and additional needs education teaching professionals” do about AI?

Start from the ledger rather than the headline: 15% of this job's weighted core work is exposed, and roughly 72% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.

UK dataswitch to US

Special and additional needs education teaching professionals

assessing, and marking students' work, maintaining accurate and completing student records and preparing reports on pupils and activities. If that's your week, this page is about your job.

The honest answer

AI is already taking a real slice of the routine work here: preparing objectives and outlines for courses of study. That is a slice of tasks, not of you.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 15%
changing shape: 13%
staying human: 72%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 26 out of 100 (21–32 allowing for uncertainty): low exposure, across 73 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.

How we know this

What is measured: Every published task statement for special and additional needs education teaching professionals is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

That slice is not coming back; the core of the job, implementing strategies to meet the needs of students with disabilities, stays yours. The tools change, the responsibility doesn't.

Your week, as this page understands it

Special and additional needs education teaching professionals organise and provide instruction at a variety of different levels to children who have emotional, behavioural or learning difficulties or physical disabilities. These professionals may also work with exceptionally gifted pupils. The job title says “special” or “additional needs education teaching professionals”: officially one job, two names. The real job is the part underneath: implementing strategies to meet the needs of students with disabilities. That is the thing someone has to be right about.

The exposed part of this job is specific, and we won’t pretend it is coming back. But special and additional needs education teaching professionals is not one task. It is 73 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is implementing strategies to meet the needs of students with disabilities, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 15%
changing shape: 13%
staying human: 72%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

How we know this

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

Your job, task by task

These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.

30 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Shifting to AI

11 tasks

Tasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.

Preparing and administering tests and assignments for students
This is reading one thing and writing another: tests in, a record out. That is the shape today's tools are built for.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Prepare and administer tests and assignments for students.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing the test is easy to automate; sitting with the class while they take it is not.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Modifying the general nursery education curriculum for special-needs pupils
This is reading one thing and writing another: the general nursery education curriculum in, a record out. That is the shape today's tools are built for.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Modify the general nursery education curriculum for special-needs pupils.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (59–73 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Adapting a written curriculum for different needs is document work with plenty of published guidance behind it.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing objectives and outlines for courses of study
This is reading one thing and writing another: objectives in, a record out. That is the shape today's tools are built for.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Course outlines follow published curriculum guidance, which AI turns into usable documents quickly.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Maintaining accurate and completing student records
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Maintain accurate and complete student records as required by laws, local authority policies, and administrative regulations.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping the required pupil records is routine document work that school systems and AI handle well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

Changing shape

11 tasks

Tasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.

Assessing, and marking students' work
The software now makes the first pass at students' work, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 95 · 2316/01, 2316/02, 2316/03
Source: “Assess and Mark students' work.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI drafts solid feedback on written work, though teachers still handle books in class and know each pupil's history.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing individual education plans, IEPs) designed to promote pupils' educational, physical or social development
The software now makes the first pass at individual education plans, ieps), but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 95 · 2316/01, 2316/02, 2316/03
Source: “Develop individual education plans (IEPs) designed to promote pupils' educational, physical, or social development.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Plans can be drafted well from assessment records, but a qualified special needs professional must own the content.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Establishing rules for behaviour for responsible pupils
The software now makes the first pass at rules, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Establish rules for behaviour for responsible pupils.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Drafting classroom rules is straightforward writing, though agreeing them with a class is done in person.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

Staying human

51 tasks

Tasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.

Coordinating placement of students with special educational needs into mainstream classes
The rules require a named, qualified person to answer for placement of students, and that person cannot be a piece of software.
importance 95 · 2316/01, 2316/02, 2316/03
Source: “Coordinate placement of students with special educational needs into mainstream classes.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Placement decisions rest on statutory processes and meetings with families, though the paperwork can be drafted.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Employing special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills
This work happens in the physical world: special educational strategies, in a real place. Software cannot follow it there.
importance 95 · 2316/01, 2316/02, 2316/03
Source: “Employ special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: These techniques are delivered hands-on, and teachers of pupils with sensory impairment must hold a required qualification by law.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Implementing strategies to meet the needs of students with disabilities
This work happens in the physical world: strategies, in a real place. Software cannot follow it there.
importance 95 · 2316/01, 2316/02, 2316/03
Source: “Implement strategies to meet the needs of students with disabilities.” (UK task statement)
How this row was scored
Exposure score: 3 out of 100 (0–7 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Putting support strategies into practice happens in the classroom, alongside the child, minute by minute.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

Show the other 63 tasks

Drafting programme outlines to guide instructional sessions across various subjects
shifting to AI
This is reading one thing and writing another: programme outlines in, a record out. That is the shape today's tools are built for.
importance 80 · 2316/01, 2316/02, 2316/03
Source: “Draft programme outlines to guide instructional sessions across various subjects.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Session outlines draw on widely published teaching material that AI shapes into usable plans.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Updating and maintaining records of pupils' progress to track educational development
shifting to AI
This is reading one thing and writing another: records of pupils' progress in, a record out. That is the shape today's tools are built for.
importance 85 · 2316/01
Source: “Update and maintain records of pupils' progress to track educational development.” (UK task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping and updating progress records is exactly what school information systems and AI already do well.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing individual lesson plans tailored to pupils' needs
shifting to AI
This is reading one thing and writing another: individual lesson plans in, a record out. That is the shape today's tools are built for.
importance 90 · 2316/01
Source: “Develop individual lesson plans tailored to pupils' needs.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Lesson planning is one of the tasks teachers already use AI for most successfully.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing reports on pupils and activities as required by administration
shifting to AI
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Prepare reports on pupils and activities as required by administration.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing up reports from existing records is exactly the kind of document work AI does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Selecting and ordering classroom equipment
shifting to AI
This is reading one thing and writing another: classroom equipment in, a record out. That is the shape today's tools are built for.
importance 70 · 2316/01, 2316/02, 2316/03
Source: “Select and order classroom equipment, materials, and supplies.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Choosing and ordering classroom supplies against a budget is routine desk work.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Completing required grade-related paperwork with supervisors
shifting to AI
This is reading one thing and writing another: required grade-related paperwork in, a record out. That is the shape today's tools are built for.
importance 60 · 2316/02, 2316/03
Source: “Complete required grade-related paperwork with supervisors.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Grade paperwork is structured admin that school software already handles with little teacher input.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Planning and preparing lessons
shifting to AI
This is reading one thing and writing another: lessons in, a record out. That is the shape today's tools are built for.
importance 90 · 2316/01
Source: “Plan and prepare lessons.” (UK task statement)
How this row was scored
Exposure score: 62 out of 100 (58–66 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Lesson plans and resources draft well from the curriculum, with the teacher adapting them for the class.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Planning assignments for teaching assistants and volunteers
changing shape
The software now makes the first pass at assignments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2316/01
Source: “Plan assignments for teaching assistants and volunteers.” (UK task statement)
How this row was scored
Exposure score: 57 out of 100 (50–64 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; mistakes that are cheap to catch.
The rating behind it: Allocating tasks is straightforward planning, though it depends on knowing the staff and pupils involved.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Maintaining inventory of classroom equipment
changing shape
The software now makes the first pass at inventory of classroom equipment, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2316/01, 2316/02, 2316/03
Source: “Maintain inventory of classroom equipment, materials, and supplies.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: The list keeps itself digitally, but somebody still has to check what is in the cupboard.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Advising on curriculum adjustments for learners with Special Educational Needs
changing shape
The software now makes the first pass at curriculum adjustments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2316/03
Source: “Advise on curriculum adjustments for learners with Special Educational Needs.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Written advice on curriculum adjustments is well covered by published guidance and is straightforward to draft.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Developing and overseeing the implementation of the school's Special Educational Needs
changing shape
The software now makes the first pass at the implementation of the school's special educational needs, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 95 · 2316/01
Source: “Develop and oversee the implementation of the school's Special Educational Needs (SEN) strategy and policy.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Policy and strategy documents are easy to draft, but the school's special needs lead is accountable for them.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Guiding parents in accessing external support services relevant to their needs
changing shape
The software now makes the first pass at parents, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Guide parents in accessing external support services relevant to their needs.” (UK task statement)
How this row was scored
Exposure score: 47 out of 100 (40–54 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the value is that a specific person does it.
The rating behind it: Signposting families to services is mostly information work, though parents need reassurance from someone they trust.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Developing nursery programmes in collaboration with other teachers and administrators
changing shape
The software now makes the first pass at nursery programmes, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 70 · 2316/02
Source: “Develop nursery programmes in collaboration with other teachers and administrators.” (UK task statement)
How this row was scored
Exposure score: 46 out of 100 (39–53 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Programme design is document work, though it is normally agreed jointly with colleagues.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Organising educational visits
changing shape
The software now makes the first pass at educational visits, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2316/01
Source: “Organise educational visits.” (UK task statement)
How this row was scored
Exposure score: 42 out of 100 (35–49 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Trip organisation is mostly paperwork, such as bookings, letters and risk assessments, which software drafts well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Incorporating a variety of technologies into the curriculum for special-needs pupils
changing shape
The software now makes the first pass at a variety of technologies, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2316/02
Source: “Incorporate a variety of technologies into the curriculum for special-needs pupils.” (UK task statement)
How this row was scored
Exposure score: 42 out of 100 (35–49 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Choosing and building technology into lessons is planning work with plenty of published guidance available.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Consulting with other staff members to plan and schedule lessons promoting learning
staying human
The ratings behind this row put other staff members well outside what today's tools can do on their own.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Consult with other staff members to plan and schedule lessons promoting learning, following approved curricula.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI drafts the lesson plans, but agreeing and scheduling them happens between colleagues in school.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Evaluating primary school programmes in collaboration with other teachers and administrators
staying human
The ratings behind this row put primary school programmes well outside what today's tools can do on their own.
importance 75 · 2316/02, 2316/03
Source: “Evaluate primary school programmes in collaboration with other teachers and administrators.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI can analyse the evidence, but the judgement is reached jointly by staff who know the school.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Identifying parents' educational priorities for their children
staying human
The value here is that a specific person handles parents' educational priorities and stands behind it. That is earned, not computed.
importance 80 · 2316/01, 2316/02, 2316/03
Source: “Identify parents' educational priorities for their children.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Finding out what parents want for their child comes from talking with them directly.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Providing advice and training to classroom teachers on supporting pupils with SEN
staying human
The value here is that a specific person handles advice and stands behind it. That is earned, not computed.
importance 90 · 2316/01
Source: “Provide advice and training to classroom teachers on supporting pupils with SEN (Special Educational Needs).” (UK task statement)
How this row was scored
Exposure score: 34 out of 100 (27–41 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Training material is easy to prepare, but the coaching of colleagues usually happens in person in school.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Serving on committees to contribute to educational policy and curriculum development
staying human
The value here is that a specific person handles committees and stands behind it. That is earned, not computed.
importance 75 · 2316/01
Source: “Serve on committees to contribute to educational policy and curriculum development.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: AI can draft policy papers, but committee work is people arguing things out together.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Discussing individual students' progress with other teachers
staying human
The value here is that a specific person handles individual students' progress and stands behind it. That is earned, not computed.
importance 75 · 2316/02, 2316/03
Source: “Discuss individual students' progress with other teachers.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: These handover conversations rely on staff sharing what each has actually seen of a pupil.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Advising students with adjustment or academic problems
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Advise students with adjustment or academic problems.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (24–32 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Helping a struggling pupil turns on a trusted relationship built up face to face over time.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Engaging in continuous professional development to maintain or improve knowledge and skills
staying human
The ratings behind this row put continuous professional development well outside what today's tools can do on their own.
importance 80 · 2316/01, 2316/02, 2316/03
Source: “Engage in continuous professional development to maintain or improve knowledge and skills.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over.
The rating behind it: AI can find and summarise material, but the learning itself is something the teacher has to do.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Organising and overseeing field trips and guest visits to promote experiential learning
staying human
This work happens in the physical world: field trips, in a real place. Software cannot follow it there.
importance 80 · 2316/01, 2316/02, 2316/03
Source: “Organise and oversee field trips and guest visits to promote experiential learning.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Organising the trip is paperwork software handles, but overseeing it means going along.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Working with colleagues to identify individual pupils' special educational needs
staying human
The rules require a named, qualified person to answer for colleagues, and that person cannot be a piece of software.
importance 90 · 2316/01
Source: “Work with colleagues to identify individual pupils' special educational needs.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Evidence can be pulled together automatically, but identifying a pupil's needs formally is led by a qualified coordinator.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Administering standardised ability and achievement tests
staying human
This work happens in the physical world: standardised ability, in a real place. Software cannot follow it there.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Administer standardised ability and achievement tests, and interpret results to determine students' strengths and needs.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; someone qualified has to answer for it.
The rating behind it: Scoring and interpreting these tests is mechanical, but formal assessment of a pupil's needs requires a specifically certificated assessor.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Discussing children's progress with parents and carers
staying human
The value here is that a specific person handles children's progress and stands behind it. That is earned, not computed.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Discuss children's progress with parents and carers.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Reports can be drafted automatically, but these are difficult conversations parents want to have with a person.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Planning or conducting activities for an instructional programme that balances demonstration
staying human
This work happens in the physical world: activities, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Plan or conduct activities for an instructional programme that balances demonstration, instruction, and work time.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Planning an activity is easy to draft, but running it with these pupils is done in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Planning and overseeing class projects
staying human
This work happens in the physical world: class projects, in a real place. Software cannot follow it there.
importance 80 · 2316/01, 2316/02, 2316/03
Source: “Plan and oversee class projects, field trips, visits by guest speakers, competitions, or other experiential activities, and guide pupils in learning from those activities.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Planning projects and trips is largely paperwork, but running them means being with the pupils.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Providing additional instruction in vocational subjects
staying human
This work happens in the physical world: additional instruction, in a real place. Software cannot follow it there.
importance 60 · 2316/02, 2316/03
Source: “Provide additional instruction in vocational subjects.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Lesson content can be prepared, but the extra instruction is delivered in a workshop or classroom.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Providing interpretation and transcription of classroom materials through Braille and signing language
staying human
This work happens in the physical world: interpretation, in a real place. Software cannot follow it there.
importance 90 · 2316/02
Source: “Provide interpretation and transcription of classroom materials through Braille and sign language.” (UK task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Braille conversion is largely automated, but signing in a live classroom needs an interpreter present.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Developing a clear understanding of impairments like deafness
staying human
The value here is that a specific person handles a clear understanding of impairments like deafness and stands behind it. That is earned, not computed.
importance 85 · 2316/03
Source: “Develop a clear understanding of impairments like deafness, vision impairment, or multi-sensory impairment in partnership with parents, professionals, and learners with SEN (Special Educational Needs).” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Building this understanding comes from working closely with the learner, family and other professionals over time.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Meeting with teachers and parents to discuss SEN assessments
staying human
The value here is that a specific person handles teachers and stands behind it. That is earned, not computed.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Meet with teachers and parents to discuss SEN assessments.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (8–16 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: These meetings work because parents and teachers trust the person sitting with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching parents skills for managing pupils' impairments
staying human
This work happens in the physical world: parents skills, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Teach parents skills for managing pupils' impairments.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Guidance for parents can be written, but showing them how to manage day to day works in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Using audio-visual aids and technologies to present information interactively
staying human
This work happens in the physical world: audio-visual aids, in a real place. Software cannot follow it there.
importance 75 · 2316/01, 2316/02, 2316/03
Source: “Use audio-visual aids and technologies to present information interactively.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Accessible materials are quick to produce, though using them with these pupils happens in the classroom.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Operating equipment, computers or audio-visual aids to supplement presentations
staying human
This work happens in the physical world: equipment, computers or audio-visual aids, in a real place. Software cannot follow it there.
importance 70 · 2316/01, 2316/02, 2316/03
Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Content is easy to generate, but someone has to be present setting up and running the equipment.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Teaching, developing and planning challenging
staying human
This work happens in the physical world: this work, in a real place. Software cannot follow it there.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Teach, develop and plan challenging, well organised programmes across the age and ability range of SEN learners including those with additional needs.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Planning can be drafted, but the teaching itself happens in the room with the pupils.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching goal setting for personal development in special education
staying human
This work happens in the physical world: goal, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Teach goal setting for personal development in special education.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Goal setting materials can be prepared, but teaching the skill happens face to face with the pupil.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Communicating learning objectives clearly to pupils to enhance understanding and engagement
staying human
This work happens in the physical world: objectives, in a real place. Software cannot follow it there.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Communicate learning objectives clearly to pupils to enhance understanding and engagement.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Clear objectives are easy to write, but getting them across to these pupils happens in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Teaching pupils self-advocacy skills
staying human
This work happens in the physical world: pupils self-advocacy skills, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Teach pupils self-advocacy skills.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Learning to speak up for yourself is coached by someone the young person trusts, over time.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching in subjects like English and maths through lectures
staying human
This work happens in the physical world: subjects like english, in a real place. Software cannot follow it there.
importance 75 · 2316/02, 2316/03
Source: “Teach in subjects like English and maths through lectures, discussions, and demonstrations.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Lesson content generates easily, but teaching these subjects to pupils with additional needs happens face to face.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Assisting in school libraries as part of administrative duties
staying human
This work happens in the physical world: school libraries, in a real place. Software cannot follow it there.
importance 50 · 2316/02, 2316/03
Source: “Assist in school libraries as part of administrative duties.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (5–13 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Library duties mean shelving, issuing and being on the desk in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Organising and labelling materials and displaying students' work in a manner appropriate for their eye levels and perceptual skills
staying human
This work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 75 · 2316/01
Source: “Organise and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (4–12 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Putting up labelled displays at children's eye level is hands-on classroom work.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Providing assistive devices and supportive technology
staying human
This work happens in the physical world: assistive devices, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Provide assistive devices and supportive technology.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (0–13 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Fitting and setting up equipment for a pupil means being there with the device and the child.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Organising and supervising games and other recreational activities to promote physical
staying human
This work happens in the physical world: games, in a real place. Software cannot follow it there.
importance 80 · 2316/01
Source: “Organise and supervise games and other recreational activities to promote physical, mental, and social development.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (2–10 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Supervising children at games and activities has to be done in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Observing and evaluating children's performance
staying human
This work happens in the physical world: children's performance, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Observe and evaluate children's performance, behaviour, social development, and physical health.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (1–9 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Judging how a pupil is developing comes from watching them closely in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Resolving behavioural and academic problems to support inclusive education
staying human
This work happens in the physical world: behavioural, in a real place. Software cannot follow it there.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Resolve behavioural and academic problems to support inclusive education.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Calming and redirecting a pupil in the moment needs an adult present who the child knows.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Instructing in socially acceptable behaviour using behaviour modification techniques
staying human
This work happens in the physical world: socially acceptable behaviour, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Instruct in socially acceptable behaviour using behaviour modification techniques.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Changing how a child behaves depends on being in the room and on the child trusting you.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Working with small groups of pupils
staying human
This work happens in the physical world: small groups of pupils, in a real place. Software cannot follow it there.
importance 85 · 2316/01
Source: “Work with small groups of pupils.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Small-group work with these pupils is the teacher being there with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Encouraging students to explore learning opportunities to prepare for later years
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 70 · 2316/02, 2316/03
Source: “Encourage students to explore learning opportunities to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Getting a pupil with additional needs to try something new rests on trust built in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Encouraging students to persevere with challenging tasks to prepare for later years
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 70 · 2316/02, 2316/03
Source: “Encourage students to persevere with challenging tasks to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping a pupil going through something difficult depends on a relationship built face to face.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Tutoring pupils with sensory impairments in schools
staying human
This work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 90 · 2316/02, 2316/03
Source: “Tutor pupils with sensory impairments in schools.” (UK task statement)
How this row was scored
Exposure score: 3 out of 100 (0–7 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Teaching a pupil with sensory impairment one to one depends on being there with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Instructing students in daily living skills for self-sufficiency
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 90 · 2316/01, 2316/02, 2316/03
Source: “Instruct students in daily living skills for self-sufficiency, including hygiene, safety, and food preparation.” (UK task statement)
How this row was scored
Exposure score: 2 out of 100 (0–6 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Teaching hygiene, safety and cooking means guiding a pupil physically through the steps.
The five ratings: output a model can produce 0/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching pupils independence skills
staying human
This work happens in the physical world: pupils independence skills, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Teach pupils independence skills.” (UK task statement)
How this row was scored
Exposure score: 2 out of 100 (0–9 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Building independence means working alongside a pupil as they practise.
The five ratings: output a model can produce 0/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Observing pupils in the classroom as part of SEN assessments
staying human
This work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 90 · 2316/01
Source: “Observe pupils in the classroom as part of SEN assessments.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it.
The rating behind it: Watching a child in their classroom means physically being in that room.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 1/4.
Enforcing procedures to maintain order among these pupils
staying human
This work happens in the physical world: procedures, in a real place. Software cannot follow it there.
importance 85 · 2316/01, 2316/02, 2316/03
Source: “Enforce procedures to maintain order among these pupils.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping these pupils settled and safe means an adult being physically present with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Assisting disabled students in accessing facilities
staying human
This work happens in the physical world: disabled students, in a real place. Software cannot follow it there.
importance 80 · 2316/01, 2316/02, 2316/03
Source: “Assist disabled students in accessing facilities, such as toilets.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: This is hands-on personal help that only someone in the room can give.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Preparing classrooms with a variety of materials or resources for children
staying human
This work happens in the physical world: classrooms, in a real place. Software cannot follow it there.
importance 75 · 2316/01, 2316/02, 2316/03
Source: “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Laying out a classroom means physically moving and arranging materials.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Supervising and monitoring students' use of tools and equipment
staying human
This work happens in the physical world: students' use of tools, in a real place. Software cannot follow it there.
importance 70 · 2316/01, 2316/02, 2316/03
Source: “Supervise and monitor students' use of tools and equipment.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Watching pupils use tools and equipment safely requires an adult in the room.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 1/4.
Monitoring students in halls and canteens for orderly conduct
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 60 · 2316/01, 2316/02, 2316/03
Source: “Monitor students in halls and canteens for orderly conduct.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Supervising halls and canteens means being physically among the pupils.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 1/4.
Overseeing bus loading and unloading as an administrative task
staying human
This work happens in the physical world: bus, in a real place. Software cannot follow it there.
importance 50 · 2316/02, 2316/03
Source: “Oversee bus loading and unloading as an administrative task.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Supervising pupils on and off a bus requires standing there watching.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Sponsoring extracurricular activities, clubs, student organisations and academic contests
staying human
This work happens in the physical world: extracurricular activities, clubs, student organisations and academic contests, in a real place. Software cannot follow it there.
importance 50 · 2316/02, 2316/03
Source: “Sponsor extracurricular activities including clubs, student organisations, and academic contests.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running a club means an adult is present with pupils for the whole session.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Training clients to use tactile information
staying human
This work happens in the physical world: clients, in a real place. Software cannot follow it there.
importance 90 · 2316/03
Source: “Train clients to use tactile information.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Teaching someone to read information by touch means guiding their hands directly.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.

What this job pays, and how many people do it

Median pay: £47,400a year, before tax, the middle of the range, so half earn more and half earn less.ashe-t14, 2025 · ASHE 2025 provisional (reference April 2025)Provisional, because the ONS revises this figure in the autumn.
How we know this
Source: ashe-t14
Reference period: ASHE 2025 provisional (reference April 2025)
Rounding: Shown to the nearest £100. The exact published figure is in the downloadable dataset. We do not render pounds the survey cannot support.
People doing this job: 125,400in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: the general nursery education curriculum in, a record out. The rows above are exactly that shape: preparing objectives and outlines for courses of study and preparing and administering tests and assignments for students. What it cannot do is be answerable: strategies need a named person the rules will accept, and software cannot be that person. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Start with what does not change: implementing strategies to meet the needs of students with disabilities is the middle of this job, and the evidence on this page says it stays with a person.

So, given all that: 15% of this job's task weight sits in rows the software is already learning, 13% in rows that change shape rather than disappear, and 72% in rows it is nowhere near. That is the position, measured across 73 scored tasks. It is not a forecast about you.

So the thing worth your attention is not the job going away. It is the layer around it. Preparing objectives and outlines for courses of study is the part turning into software, and being the person who understands that layer is worth money.

This week: one thing

Ask the one question. Find whoever is bringing new software into your workplace (the manager, the office, whoever runs the system) and ask them what it is meant to do to the general nursery education curriculum, and what it is not meant to touch. Ten minutes, this week, before anyone decides it for you.

What you end up holding: a straight answer about what is actually being rolled out, and when
How long it takes: ten minutes

If there’s nobody obvious to ask, or you’d rather not ask your manager: Put the same question to your union rep, your shift lead or the person who has been there longest, in person, over a break. Same ten minutes, same answer, and you will usually get a straighter one. Write down what they say. The note is the artifact, and it tells you whether placement of students is in scope or not. Nothing to log into, no licence needed.

Over the next 90 days

Get inside the tool rollout rather than waiting for it. Over the next ninety days, ask to be in the group that tests, checks or signs off whatever new system arrives near assessing, and marking students' work. It is usually an unglamorous seat that nobody fights for, and it is the one that decides how the software is used on your job rather than to it.

Over the next 12 months

On this evidence I would not retrain out of this job, and I will say that plainly rather than hedge it. The task list here is dominated by work that stays with a person. What I would do with a year is get formally recognised for the layer around it (the systems, the compliance, the planning), so you are the one who understands the software instead of the one it is done to. Before you pay for anything, spend an hour with National Careers Service. It is free and government-funded, and it is listed below with the rest of the free routes.

The roads out of here, and why I am not sending you down them

I looked at the obvious moves out of this job, and here is what I found.

I checked the 12 nearest UK occupations to special and additional needs education teaching professionals (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was educational support assistants: only about 7% of its durable work is work you already do and it pays 54.8% less. And on the numbers you do not need one. This job scores 26/100 here, with only 15% of the task list in the top band, and “assess and Mark students' work” is not work that hands over cleanly. None of them beats deepening what you already have.

How that was checked: this job was compared against all 412 UK occupations in this release on their official task statements, and the 12 nearest were examined one by one. A move that turns on an industry, an employer or a qualification rather than on the work itself will not show up in a check like that. And this release carries no licence register, so anything you are weighing needs that looked up separately.

3 moves I checked and rejected

These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.

Educational support assistants
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “employ special educational strategies and techniques during teaching to improve the development of sensory- and perceptual-motor…”. Across the whole of both lists that adds up to about 7% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 7% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £21,448 against your £47,432, 54.8% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Teachers of english as a foreign language
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already plan and prepare lessons, and their equivalent is to deliver lessons to a range of classes and age groups. Across both published task lists that is about 2% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 2% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £37,514 against your £47,432, 20.9% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice. And it is a narrow door: about 27,800 of those jobs against 125,400 of yours (ONS via Nomis), 22% as many seats.
Look at that job’s page anyway →
Primary education teaching professionals
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already plan and prepare lessons, and their equivalent is to set up and tidy classrooms for lessons. Across both published task lists that is about 2% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 2% of the durable side of that job. That is a different job, not a next step.
Look at that job’s page anyway →

What I’d stop worrying about

A friend tells you what not to spend fear on. This is that list.

The headline number you read somewhere
The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 15% of its task weight, across 73 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The headlines about your trade disappearing
They are usually about the technology, not the timetable. Changes to work like implementing strategies to meet the needs of students with disabilities arrive through rules, insurance and money, slowly and visibly. This page tracks the task evidence and will move when it moves.
Retraining out of a job that is holding up
On this evidence I would not spend money leaving. Spend it on the layer around the job instead: the tools, the paperwork, the planning. That is where the change actually is.
The “obvious” next job everyone suggests
I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.

You are reading the United Kingdom figures

The United States splits this work across more than one official group, of which Special Education Teachers, Preschool is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United States page →partial match

The other groups this work is counted across:

In US official statistics this job is counted as Special Education Teachers, Preschool, Special Education Teachers, Kindergarten and Elementary School, Special Education Teachers, Middle School, Special Education Teachers, Secondary School and Special Education Teachers, All Other. Pay is shown separately for each of those groups (medians cannot be averaged together), while the task list and the scores on this page are for this group only.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

In England:
National Careers Service
A free hour with a government-funded careers adviser is worth more than another evening of reading. In England that's the National Careers Service.
Free, government-funded
- Discover your skills and careers (the skills assessment)
In England:
National Careers Service - Find a course
Search what's actually running near you before you spend anything.
Free to search; individual courses vary
In England:
Free courses for jobs (Level 3 qualifications)
A free Level 3 qualification you already qualify for beats a paid course you don't need.
Free for eligible adults
In England:
Skills Bootcamps
Free, up to 16 weeks, and you get a job interview at the end. In England these are Skills Bootcamps - search what's running near you.
Free for eligible adults in England
- Skills Bootcamps - what they are and who can do them (DfE, Skills for Careers)
- Skills Bootcamps - JobHelp (DWP)
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
- Skills Development Scotland
In Wales:
Careers Wales
In Wales it's Careers Wales.
Free, Welsh Government-funded
In Northern Ireland:
Careers Service Northern Ireland
In Northern Ireland it's the Careers Service on nidirect.
Free, Department for the Economy-funded

No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for special / additional needs education teaching professionals, and we are not going to point you at the nearest one and call it a fit.

There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 15% of the work on this page is already inside what they can do.

Try The AI Authority free →

7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.

The AI Authority is a general community about working with AI, not a course for special / additional needs education teaching professionals. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.

Noted, and thank you. We’ll email you if a Space for special / additional needs education teaching professionals launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for special / additional needs education teaching professionals yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for special / additional needs education teaching professionals existed, with researched problems, courses and people in the same boat, would you want in?

Your email

We use your email address for one thing: to tell you if a Space for special / additional needs education teaching professionals launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.

Questions people ask about this job

Will AI replace Special and additional needs education teaching professionals?: Not as a job, but it is already doing parts of the work. Across the 73 official task statements scored for Special and additional needs education teaching professionals (United Kingdom, SOC 2316), 15% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 26 out of 100 (range 21–32, band: low). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
Which tasks in “Special and additional needs education teaching professionals” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools” (83/100, very high); “Draft programme outlines to guide instructional sessions across various subjects” (83/100, very high); “Update and maintain records of pupils' progress to track educational development” (81/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
Which tasks in “Special and additional needs education teaching professionals” stay human?: About 72% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Train clients to use tactile information” (0/100, minimal); “Sponsor extracurricular activities including clubs, student organisations, and academic contests” (0/100, minimal); “Oversee bus loading and unloading as an administrative task” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
What should someone working in “Special and additional needs education teaching professionals” do about AI?: Start from the ledger rather than the headline: 15% of this job's weighted core work is exposed, and roughly 72% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
How is the AI exposure score for Special and additional needs education teaching professionals calculated?: Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 73 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

Where these numbers come from

About the data on this page

Provisional, because the ONS revises this figure in the autumn.
This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
30 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Task statements: gaisi-indexProcessing: catalogue-bridge → ssc-relatedness-weighting → task-scoring → score-aggregation
Task weights: gaisi-index (relatedness)
Scores: Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment: ashe-t14 (ASHE 2025 provisional (reference April 2025))nomis-aps (Apr 2025-Mar 2026 (latest APS 12-month period))

Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.

The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.

The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.

How we score a job Download this release Look up another job

Using these figures?

Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

Plain text

Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).

BibTeX

@misc{collab365futureproof2026q41,
  title        = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
  author       = {{Collab365}},
  year         = {2026},
  url          = {https://futureproof.collab365.com/data/2026-q4.1},
  note         = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published 2026-08-05. Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.