medium risk
Special Education Teachers, Secondary Schoolvs
58 shared · 23 different
core competencies
Side-by-Side Comparison
Special Education Teachers, Secondary School leads 3–1| Metric | Special Education Teachers, Secondary School | Substance Abuse and Behavioral Disorder Counselors |
|---|---|---|
| Risk Score | 25.8% | 29.3% |
| Risk Tier | Medium Risk | Medium Risk |
| Risk Percentile | 22th | 34th |
| Tasks at Risk (>50%) | 4 / 15 | 3 / 15 |
| Median Salary | N/A | N/A |
| Employment | N/A | N/A |
Skill Comparison
|
Sorted by largest difference
Therapy and Counseling
Psychology
MathematicsAI-Vulnerable
Learning Strategies
Philosophy and Theology
Coaching and Developing Others
Processing Information
Guiding, Directing, and Motivating Subordinates
Training and Teaching Others
Selling or Influencing Others
Education and Training
Sociology and Anthropology
Protective Factors
Higher values indicate stronger protection against AI displacement
Special Education Teachers, Secondary School
34%
total discount
Substance Abuse and Behavioral Disorder Counselors
34%
total discount
Task Risk Comparison
Tasks sorted by AI automation risk — higher means more automatable
Special Education Teachers, Secondary School
4 of 15 at risk86%Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
76%Coordinate placement of students with special needs into mainstream classes.
56%Prepare materials and classrooms for class activities.
53%Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
47%Observe and evaluate students' performance, behavior, social development, and physical health.
Substance Abuse and Behavioral Disorder Counselors
3 of 15 at risk86%Complete and maintain accurate records or reports regarding the patients' histories and progress, services provided, or other required information.
54%Modify treatment plans to comply with changes in client status.
51%Develop client treatment plans based on research, clinical experience, and client histories.
49%Attend training sessions to increase knowledge and skills.
49%Review and evaluate clients' progress in relation to measurable goals described in treatment and care plans.
Premium Head-to-Head Analysis
Displacement Timeline Comparison
Special Education Teachers, Secondary School2028–2035
Substance Abuse and Behavioral Disorder Counselors2028–2035
20242030203520402045
Special Education Teachers, Secondary School has a longer runway before significant displacement, projected 0 years later than Substance Abuse and Behavioral Disorder Counselors.
Transition Feasibility
1%
Skill Overlap
Low overlap — significant retraining needed for transition
0
Unique to Special
0
Unique to Substance
Combined Protection Strategy
Regardless of which path you choose, focus on these protective factors
Creativity
Regulatory Barriers
Fine Manipulation
Social Intelligence
Special Education Teachers, Secondary SchoolSubstance Abuse and Behavioral Disorder Counselors