Task+Analysis

Task analysis is a strategy that is used commonly and should be used commonly in the inclusive classroom. It is the, “deconstruction of any content, activity or task into its component parts”, (Dempsey & Arthur Kelly, 2007, pg. 28). The aim of this strategy is to identify what is involved in the task ahead, then once this has been done sequence the parts. This strategy has the potential to help students succeed by focusing on the cumulative development of skills and knowledge. So for example a primary school aged girl writing a rhyming poem has to use fine motor skills to write, gross motor skills to sit in the chair and furthermore the ability to generate and formulate ideas to actually produce the poem. All these factors have to be taken into consideration. “Task analysis is often considered to be one of the defining features of special education” (Dempsey & Arthur-Kelly, 2007, p.105), therefore it is an important strategy that we teachers can use in our future classrooms for a number of reasons, if we are able to stimulate students in small learning steps and experience mastery, it is very likely that they will continue to actively participate. Another advantage of task analysis is that it provides a structure for what is to be learnt, and in what order that learning should proceed. By chaining sub-tasks together the student practices the total task and reinforces their understanding of the component part. This ultimately encourages student engagement and participation. References: Dempsey, I., Arthur-Kelly, M. (2007). //Maximising Learning Outcomes In Diverse Classroom.// South Melbourne, Australia: Cengage learning Foreman, P., (2008). Inclusion In Action Second Edition. South Melbourne, Australia: Cengage Learning
 * __Task analysis__**

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