Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task analysis has an extensive history in the field of special education, recent research extends the application to both teachers and students, a pro-active approach, and promotes self-monitoring. When students with extensive support needs are provided tools to self-monitor and self-prompt their academic independence increases. This article provides guidance for practitioners as they develop task analysis to support teachers and students during instruction and assessment within an inclusive classroom setting. Recent research to support the value of using task analysis as an educational tool to promote independence and mastery of academic and social instructional goals is reviewed. Readers will also gain practical skills for developing, designing and revising task analysis for individual students, small groups, whole class and teacher use.

任务分析是一种循证实践，可促进包容性环境中的独立性和指导。尽管任务分析在特殊教育领域有着悠久的历史，但最近的研究将其应用扩展到教师和学生，一种积极主动的方法，并促进了自我监控。当有广泛支持需求的学生获得自我监控和自我提示的工具时，他们的学术独立性就会提高。本文为从业者开发任务分析提供指导，以在包容性课堂环境中的教学和评估过程中为教师和学生提供支持。最近的研究支持使用任务分析作为促进独立和掌握学术和社会教学目标的教育工具的价值。