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| Task | Importance |
|---|---|
| Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs. | 98% |
| Develop or implement strategies to meet the needs of students with a variety of disabilities. | 95% |
| Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. | 94% |
| Modify the general elementary education curriculum for students with disabilities. | 94% |
| Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. | 93% |
| Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. | 93% |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | 93% |
| Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. | 93% |
| Coordinate placement of students with special needs into mainstream classes. | 91% |
| Observe and evaluate students' performance, behavior, social development, and physical health. | 91% |
| Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. | 91% |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. | 91% |
| Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments. | 90% |
| Monitor teachers or teacher assistants to ensure adherence to special education program requirements. | 90% |
| Teach students personal development skills, such as goal setting, independence, or self-advocacy. | 89% |
| Establish and communicate clear objectives for all lessons, units, and projects to students. | 89% |
| Guide or counsel students with adjustment problems, academic problems, or special academic interests. | 89% |
| Plan or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | 86% |
| Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or school or state requirements. | 85% |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation. | 83% |
| Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs. | 83% |
| Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. | 82% |
| Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. | 82% |
| Prepare, administer, or grade tests or assignments to evaluate students' progress. | 81% |
| Organize and display students' work in a manner appropriate for their perceptual skills. | 81% |
| Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence. | 80% |
| Interpret the results of standardized tests to determine students' strengths and areas of need. | 78% |
| Organize and supervise games or other recreational activities to promote physical, mental, or social development. | 78% |
| Administer standardized ability and achievement tests to elementary students with special needs. | 71% |
| Plan or supervise experiential learning activities, such as class projects, field trips, demonstrations, or visits by guest speakers. | 68% |