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various levels of intervention in special education
Special education is a type of intervention that aims to remove—or at the very least, lessen—any barriers that could prevent a child from participating fully and actively in both school and society. Three degrees of intervention initiatives exist, including:
- Prentive Efforts: The premise behind preventive measures is that prevention is better than treatment. The goal of preventive measures in special education is to stop potential issues from becoming a significant impediment. For instance, a youngster with poor vision may have trouble seeing items or reading what is printed on the board. The classroom should have sufficient lighting as a safeguard. A youngster with hearing loss finds it challenging to pay attention to what the instructor is saying. For such a youngster, the seating arrangement should be set such that his better ear faces the teacher. A youngster in a wheelchair finds it challenging to ascend the stairway. He has mobility issues. Architectural barriers should be taken down from the school as a preventative measure. The issues of a delinquent youngster who is shunned by his classmates at school or despised by his parents at home might be lessened by the teacher’s compassion, affection, and care. The phrase “We love you” from instructors is insufficient. Teachers’ attitudes and behaviours toward the troubled student should demonstrate their love, concern, and care for the student.
- Remedial Programmes: Programs for remediation make up the second level of intervention. Remedial programmes are designed to assist the kid in overcoming his or her impairment by training or instruction in special classes, resource rooms, or special classes in the main classroom. For challenged children who have little to no prior instruction at home, this is very helpful. For instance, a youngster who is deaf has difficulty understanding speech. Training in lip reading, speech reading, and the use of residual hearing is helpful for such a youngster to overcome his condition. Reading and writing are tough for a blind youngster. Such a youngster can receive instruction in Braille writing and reading. For blind youngsters to overcome their inability to grasp their surroundings and their trouble with moving in and around it, mobility training and orientation training are crucial. Children with mental disabilities benefit from instruction in daily life skills.
- Compensatory Efforts: The third level of intervention involves compensatory actions. Giving the kid new coping mechanisms for their impairment is the goal of this level of care. A youngster with a disability has difficulty adjusting to school and society. To continue effectively in accordance with his talents and interests, he requires compensating assistance and equipment. For instance, a youngster with limited vision must read texts in large font and with the use of a magnifying lens. A Braille writer and Braille resources are necessary for a blind youngster to make up for his loss of vision. A youngster with hearing loss must frequently use hearing aids (single cord or V cord) to make up for his hearing loss. During classroom instruction, visual clues might help such kids more. Similarly, children with learning disabilities may experience sensory overload from multi-sensory materials. Depending on the nature of their particular impairment, compensatory attempts for children with orthopaedic disabilities include giving them thick pens and wheelchairs.
These three intervention levels are not actually at different levels. In other words, the three intervention levels shouldn’t follow one another. To assist the impaired kid master academic skills, developing into an autonomous, capable citizen, and making a satisfying transition in the school and society, these three stages should instead be introduced together.
