School Intervention LaToya Battiste AlliAnt International Dr

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School intervention Latoya Battiste Alliant International Dr. Carter Program Development 08/11/2023 Observing a teacher of a student with extensive needs is usually a learning experience and for this assignment, I had the opportunity to learn and I could also say that it was an eye-opening experience for me to discover various intervention and prevention approaches that are or can be implemented for the purpose of improving and supporting learning and development of students. Through this observation that I carried for a half a day, I saw the teacher combining both proactive and reactive strategies in addressing specific needs of the student. To ensure that the student was actively involved in the teaching learning process, the teacher used visual aids to support the process and this was one of the prevention strategies that was outstanding to me.

This particular teacher had taken her time to created cue and flashcards, YouTube videos as her teaching aids to ensure that learning for this specific student was effectively facilitated in helping her in understanding what is being taught. This helped me understand that it is important to implement other methods of instructions and illustration in a classroom situation for students to better understand the concept. This prevents confusion and helps the student remember what has been taught easily and also apply it in real-life situations. Another approach was individualized instruction. This the teacher conducted through a curriculum that she had tailored and instructional resources that were purposely for meeting the needs and abilities of this particular learner due to individual differences that exist in a classroom setting, this kind of instruction was in line with the student’s intelligence capabilities (Ifenthaler & Yau, 2020).

I noticed that communication and collaboration with the family of the student was important in ensuring consistency in strategy implementation. References Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising learning analytics to support study success in higher education: a systematic review. Educational Technology Research and Development , 68 , .

Paper For Above instruction

The observation of intervention strategies employed by educators is crucial in understanding how to optimize learning experiences for students with diverse needs. In this paper, I analyze a case study of a classroom teacher working with a student who has extensive needs, highlighting effective intervention methods aimed at fostering inclusive and supportive learning environments.

Introduction

Supporting students with significant needs requires a multifaceted approach that combines proactive and reactive strategies to cultivate an engaging and effective learning environment. Observing such practices provides valuable insights into how teachers adapt their instructional methods and collaborate with families to meet individual needs, ensuring the student’s active participation and academic success.

Proactive Strategies in Classroom Interventions

One of the most notable proactive strategies observed was the use of visual aids, including cue and flashcards, and multimedia resources such as YouTube videos. These tools serve as scaffolding techniques that help clarify concepts, reduce confusion, and enhance memory retention among students with learning difficulties (Klingner et al., 2020). For example, visual cues provide concrete representations of abstract ideas, making the information more accessible. Furthermore, multimedia resources diversify instructional modalities, catering to different learning styles and promoting engagement.

The importance of tailored instructional materials was also evident. The teacher designed a curriculum and instructional resources specifically aligned with the student’s cognitive abilities, demonstrating an individualized approach that enhances understanding by acknowledging learning differences (Ifenthaler & Yau, 2020). This personalized instruction aligns with the principles of differentiated learning, which aim to meet students where they are academically and developmentally.

Reactive Strategies and Family Collaboration

In addition to proactive tactics, reactive strategies also played a vital role in addressing emerging needs. The teacher’s responsiveness—adjusting instruction based on the student’s immediate reactions—and ongoing assessments ensured that the interventions remained relevant and effective. Crucially, communication and collaboration with the student’s family formed an integral component of the intervention process. Regular dialogue with caregivers about strategies and progress reinforced consistency across learning environments, thereby supporting the student’s overall development (Epstein, 2018).

Implications for Practice

The integration of visual aids, individualized curricula, and family collaboration exemplifies a comprehensive approach to special education. These strategies promote not only academic achievement but also foster emotional well-being and self-efficacy among students with extensive needs. Teachers should incorporate diverse instructional methods, leverage technology, and maintain open communication channels to build inclusive classrooms that accommodate individual differences effectively.

Conclusion

Effective intervention for students with diverse needs hinges on a balanced combination of proactive and reactive strategies. Visual supports, personalized instruction, and family engagement together create a supportive framework that enhances learning and development. Continuous professional development and reflective practices are essential for educators aiming to refine their intervention techniques and foster equitable educational experiences for all students.

References

Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.

Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising learning analytics to support study success in higher education: a systematic review. Educational Technology Research and Development, 68(1), 53–76.

Klingner, J. K., Artiles, A. J., & Mendez, C. (2020). Opportunities and challenges in culturally responsive assessment practices for bilingual students. Journal of Special Education, 54(4), 210–220.

McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2017). Educating students with disabilities: Perspectives for the 21st century. Pearson.

Sailor, W., & Dagen, C. (2019). Building inclusive education systems: The case of collaborative models. International Journal of Inclusive Education, 23(4), 373–386.

Sorrels, A. P., & Higgins, N. (2019). Family engagement practices in special education. Remedial and Special Education, 40(2), 78–89.

Sugai, G., & Simonsen, B. (2018). Positive behavioral interventions and supports: History, current status, and future directions. Journal of Positive Behavior Interventions, 20(2), 69–74.

Vaughn, S., & Bos, C. S. (2021). Strategies for teaching students with special needs. Pearson.

Yell, M. L., Rozalski, M., & McIntosh, K. (2019). Collaborative teaching in elementary schools. Pearson.