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Educational intervention models, principles and example
The educational intervention It includes measures that strive for the holistic development of the student through education. Educational interventions are not educational measures but relate to a set of strategies (which can be part of a program) depending on the student's needs.
If educational interventions characterize something, then they have their intent; That is, if given without planning, they are not educational interventions. These measures usually relate to the formal scope, for example in kindergartens, colleges and universities.
In addition, they are considered formal because they are part of a plan and require an initial assessment, goal setting, programming and periodic reviews.
- 1 Basic Concepts
- 1.1 Special needs for educational support
- 2 models of intervention
- 2.1 Common Actions
- 3 principles
- 3.1 Know the students
- 3.2 Offer different ways to access the curriculum
- 3.3 Criteria and planning
- 4 Example of an educational intervention project
- 5 references
There are a number of concepts closely related to educational interventions that are necessary to understand where they come from and how they are applied.
It is important to note that the conditions and fields of action may vary according to each country's legislation.
Inclusive education is a process by which the education system should have the ability to reach all students by identifying the barriers to access and participation in education and allocating resources to overcome them.
This is important because this commitment to inclusive education has made it possible to see student needs as something that the educational system must respond to through normal channels.
In this way, the need for more segregated specialized training is minimized or eliminated. From this perspective, the student with needs must be under the care of the ordinary class teacher, although he is always attending to the needs of the student.
Special needs for educational support
It includes special educational needs related to disabilities or severe behavioral disorders. It also includes students with specific learning disabilities (reading, writing, math) and high ability.
Finally, pupils with other situations are also included, such as late integration into the educational system and personal conditions or the complex school history.
These measures aim to avoid, compensate and favor minor difficulties without changing essential elements of the common curriculum.
In this way, the aim is to ensure that the students as a whole achieve the objectives proposed for the course.
For example, they can be curricular measures such as planning different types of activities (individual, group, exhibitions, etc.) or organization such as that the center is organized in such a way that there is easy communication between teachers for the same group / Subject there.
These measures implement programs and actions tailored to the student who has specific educational support needs. It is important that these are measures that are saved if the general measures did not lead to the desired results.
Some of these are adjustments to curriculum access, major adjustments, flexibility, support of a subject teacher in special education, among others.
It is necessary to follow a number of principles based on the idea of inclusive education, either as an institution or as a teacher:
Meet the students
The teacher needs to know his students in order to be able to assess the needs they present and thus plan properly. In addition, this allows for a starting point for comparison in the future.
Thanks to the teacher's knowledge of his students, he can appropriately plan the type of strategies or procedures required.
Provide different ways to access the curriculum
Based on what the teacher learns after carefully assessing the student, he or she can offer different types of access to information, activities, and other resources.
In addition, it should be taken into account that learners may vary in terms of learning styles, autonomy, social and communication skills, previous educational opportunities, interests and motivations, among other things.
Criteria and planning
The teacher must plan the strategies to be used so that he can have clear criteria that demonstrate his progress and effectiveness. In other words, the planning process is not random, it needs to be well structured.
Example of an educational intervention project
A high school student has visual difficulties that prevent her from accessing the information in the same way as the other students in the literature class, in addition to other social and family factors affecting her case.
From this, the teachers initiate specific measures, in particular access to the curriculum, which contain a number of changes that must be taken into account so that she can actively participate in the class.
For example, it is suggested by the school that you use an electronic device (a tablet) with assistive technologies, such as text-to-speech readers, that allow you to listen to the documents required to attend the class.
It was also decided to use significant adjustments based on the curriculum as it was planned that the heavier note would include an exhibit and poster on the chosen topic.
In his case, this structure was modified to give the exhibition more weight and to allow him an alternative form of oral evaluation with the teacher.
Periodic follow-up was scheduled to determine if the changes were sufficient to meet the proposed goals.
- Gupta, R. M. and Coxhead, P. (2014). Counseling and psycho-educational support: practical strategies for educational intervention. Madrid: Narcea, S.A. of editions
- United Nations Education, Science and Culture Organization (2009). Inclusion Policy Guidelines in Education.
- Torres, G.J.A., Peñafiel, M.F. and Fernandez, B.J.M. (2014). Evaluation and didactic intervention: attention to the specific needs of educational support. Pyramid editions.
- Weber, C. (2016). Basic principles of instruction and intervention systems. International Center for Leadership in Education.
- Wright, J. (2011). RTI: Academic and Behavioral Evidence-Based Interventions. Central intervention.
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