THE USE OF TASK ANALYSIS TO IMPROVE SELF – HELP SKILLS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Children with disabilities in the 21st century are seen as children who can become better members of the society. They can learn. They can interact productively with their peers who do not have disabilities. They can participate more fully in all aspects of society. Caregivers of children with disabilities are now seen as partners in ensuring that many options: educational, recreational, and vocational are available to these children whose intellectual or emotional disabilities have given them labels such as delayed, mentally retarded, intellectually disabled, learning disabled, pervasive developmental disorder, or autistic. Parents as the primary caregivers of their children’s are the first and most influential teachers that continue to teach these children in ways that have proven effective over the years. Their teaching covers basic skills of paying attention and following direction; self-help skills of eating, dressing, and grooming; toilet training; play skills; advanced self-care skills; homecare skills; and functional academic skills. Progressive legislation has mandated free appropriate public schooling for children with special needs and the resource available to caregivers have increased considerably along with increased responsibilities for schools. However, when a child has a special need, the specific responsibilities are not usually as clear cut, but they are no less important if the child is to achieve maximal independence.